THE UNIVERSITY OF 
NORTH CAROLINA 
RECORD 


JANUARY, 1914 


Neuer BE Rl 1S 


FACULTY COMMITTEE ON EXTENSION 


Louis R. WILSON E. K. GrawamM N. W. WaLKER M. H. Stacy 
A. H, PaTTERSON GRU RAPER H. W. CHASE 
M. C. S. NoBLE COLLIER COBB 


THE SPEMAN PRINTHRY 
DurHaAM, N. C 


The Bureau of Extension of the University 
of North Carolina 


The Bureau of Extension of the University of North Carolina offers 
to the people of the State: 


I. GENERAL INFORMATION: 
Concerning books, readings, essays, study outlines, and subjects 
of general interest. Literature will be loaned from the Li- 
brary upon the payment of transportation charges each 
way. 


II. Instruction By LECTURES: 

Lectures of a popular or technical nature and addresses for com- 
mencement or other special occasions will be furnished any 
community which will pay the traveling expenses of the 
lecturer. 


III. CorrESPONDENCE COURSES: 
For teachers in Arithmetic, Economics, Education, English, Ger- 
man, Latin, North Carolina History, Rural Economics, 
Rural Education, Solid Geometry, and United States His- 
tory. 


IV. GuIDANCE IN DEBATE AND DECLAMATION : 
Through the High School Debating Union, special bulletins and 
handbooks, and material loaned from the Library. 


V. County Economic AND SOCIAL SURVEYS: 
For use by counties in their effort to improve their economic 
and social condition. 


VI. Municrpa, AND LEGISLATIVE REFERENCE AIDS: 

For use in studying and drafting municipal and State legisla- 
tion. 

VII. A TracHers’ BuREAU: 

To be used as an aid to communities and schools in securing 
efficient teachers and as a clearing house for information 
concerning secondary schools and college entrance require- 
ments. 


For full information, address 


THE BuREAU oF EXTENSION, 
Chapel Hill, N. C. 


Public Discussion and Debate 


INTRODUCTION 


Public discussion in the form of debating at the University of North 
Carolina as a means of training young men for citizenship, dates back 
to the year of the University’s opening, 1795. From that early be- 
ginning to the present, through the Dialectic and Philanthropic Literary 
Societies then founded, the University, with full knowledge of the 
tremendous good growing out of such discussion, has jealously fostered 
this form of intellectual activity, with the result that Vance, Aycock, 
Mclver, Alderman, Joyner, and hundreds of other North Carolinians 
trained in the halls of these Societies, have gone out into the State 
to think rightly concerning its many problems and to mould and touch 
eeitce at, its very heart. 

Fully alive to the vital importance of arousing intelligent interest 
in the questions affecting modern life, the University has in more recent 
years, through its graduates, its instructors, and its library, attempted 
to extend public discussion throughout the State at large, especially 
in the secondary schools. Graduates have organized literary societies 
in the schools in which they have taught, professors in the University 
have answered communications received from the societies organized, 
and the library has loaned reference material from its shelves to aid in 
the preparation of debates. A still more significant step in this direction 
was taken in 1912-1913 when, under the leadership of the Societies, 
the High School Debating Union was established, and more than one 
hundred schools were brought together to participate in a State-wide 
debating contest. Again this year, the lines of organization have been 
further extended so that the Union’s membership has been doubled 
and the value of debating to pupils and communities alike has been 
sharply called to the minds of the people of North Carolina. 


PURPOSE 


Wendell Phillips once said “Agitation is education. Agitation is 
marshalling the conscience of a nation to mould its laws.” The 
stimulation of agitation in this sense, stimulation of public discussion, 
either through school debating societies or civic clubs, whereby the 
youth and adults of North Carolina may be brought to see North 
Carolina problems in their true light, is the purpose of this manual. 
In the case of the schools it is intended that the handbook shall be used 
in promoting discussions that shall be more or less formal. In the 
case of civic clubs of any nature whatsoever, it is intended that it shall 
be used to suggest informal discussion of problems which affect the 
every day life of the community in which the club exists. Discussion 
of this sort will prove fully as effective as formal debate in arousing 
interest and serving the ends of ultimate truth. It should be remembered 


4. Pusuic Discussion AND DEBATE 


that it is not the primary object of debate to train pupils in parliamen- 
tary procedure and oratorical speech-making, valuable as these may be, 
but rather to cultivate in both the youth and the adult the development 
of real civic opinion by means of a sincere search for truth. 


SCHOOLS AND CIVIC CLUBS 


While the handbook is primarily intended as a guide for use by the 
schools of the State and for those especially which have membership 
in the High School Debating Union, it is also intended for every society 
or organization in the State which may wish to discuss public ques- 
tions intelligently and thereby promote the public good. Its arrange- 
ment, content, and suggested methods of work, with slight modifica- 
tions, are suited to the.needs of Farmers’ Union Locals, Women’s 
Clubs, and other similar organizations, and the University hopes that 
it may be used in this wider sphere. 


CONTENTS 


The handbook is divided into six sections. The first discusses the 
importance of debate; the second suggests methods of preparation for 
public discussion; the third contains a number of queries with briefs, 
outlines, and references; the fourth gives a further list of queries for 
which no briefs, outlines, references, etc., are furnished, but for which 
limited reference material may be borrowed from the University Library 
or complete package libraries from the North Carolina Library Com- 
mission; the fifth division contains a list of debate handbooks and 
aids more extended than this one and gives sources from which addi- 
tional information may be secured; the sixth presents a model consti- 
tution, by-laws, and rules of order. ‘These models, to be used in 
organizing new societies or conducting previously organized societies. 
are based in the main on the constitutions, etc., of the Dialectic and 
Philanthrouic Societies of the University. 

While this handbook is necessarily limited in scope, it is hoped that 
it may meet many of the actual needs of the State. In its preparation 
the editor has been assisted by Prof. N. W. Walker, State Inspector of 
High Schools for North Carolina; Prof. G. M. McKie, Associate Pro- 
fessor of Public Speaking in the University, who prepared the article 
on “Preparation and Argumentation;” and Mr. E. R. Rankin, Secretary 
of the High School Debating Union of North Carolina, author of the 
model “Constitution and By-Laws.” The editor is also greatly indebted 
to Messrs. Clarence H. Poe, R. F. Beasley, W. H. Swift, J. S. Holmes, 
F, P. Graham, E. J. Justice, Proféssors CGC. L. Coon, W. H. Hand. E:. 
C. Branson, Drs. J. H. Pratt, W. S. Rankin, P. W. Covington, Rev. G. 
W. Lay, Mrs. T. W. Lingle, Miss H. M. Berry, and others for the 
suggestion of subjects relating directly to North Carolina life. 


LOUIS R. WILSON. 


The Importance of Discussion and Debate 


HIGH SCHOOL LITERARY SOCIETIES 


Every high school in North Carolina should have a literary society. 
Such a society trains its members in effective public speaking; makes 
them at ease before an audience; familiarizes them with correct par- 
liamentary procedure; teaches them to think rightly; gives those who 
are pupils an opportunity to apply the history, English, and other sub- 
jects which they study daily; causes them to read outside of their 
assigned school work; leads to independent, interesting investigation; 
arouses school spirit; and adds tremendously to the social life of the 
community. If the society centers its work on the problems of the 
community of which it is a part, it sets the whole population to think- 
ing, and out of that springs a higher and happier daily life. 


ESSENTIALS IN ORGANIZATION AND PROCEDURE 


No fixed rules can be laid down for the conduct of every society, but 
certain fundamental principles must be observed. 


1. The society should have the constant, sympathetic interest and 
supervision of the teachers. Its direction should not be left to a 
teacher who reluctantly assumes the work as an added burden. A 
principal can well afford to give his best teacher one period less a day 
in order to make a success, not a farce, of a voluntary society of 
twenty boys. The wise direction of a society is a far more difficult 
task than class-room teaching. It is also richer in opportunities. Take 
such a matter as the choice of questions and the wording of propositions, 
It is of the utmost importance that the proposition be worded care- 
fully. Nothing kills initial interest in discussion so easily as the choice 
of trivial, worthless, or inappropriate subjects. This is but one 
essential of good debating for which the society advisor must assume 
responsibility. 

2. Separate societies should be formed for the boys and girls unless 
the number of pupils is too small to justify them. Joint meetings of 
the boys’ and girls’ societies might be held two or three times a year, 
but not oftener. 

3. Meetings for the boys should be held preferably at night. Local 
conditions may make this inadvisable. Occasional opportunities should 
be given for the repetition of the best debates, declamations, literary 
exercises, and reports before the whole school. Inter-society and inter- 
scholastic debates will necessarily be held less frequently, and the 
participants will be chosen with great care and thoroughly trained. 
The public should always be invited in the case of these special 
meetings. 


6 Pusuic Discussion AND DEBATE 


4. The society should have a comparatively short season, divided 
into two periods of eight to twelve meetings each, the first beginning 
after the fall term has been well started and the second ending sufficient- 


ly early so as not to interfere with the closing examinations and com- . 


mencement exercises. This will insure interest and snap. An inter- 
society commencement debate can be held if desirable after the regular 
work of the society has closed. 

5. Programs should be planned carefully by the teacher advisor 
and the society committee, and the programs should be posted for 
meetings several weeks in advance. An effort should be made to have 
each member take part in a definite number of meetings a year. For 
example, each member should participate in two debates, two informal 
discussions, write an essay, and give a declamation in each half year. 
Whatever the. program, it should be well thought out and carried 
through in strict parliamentary order. 

6. The query debated should be carefully selected. Let it relate, in 
so far as it can, to the life of the community and the State. One of the 
chief objects of the local society is to train the members to study and 
investigate vital questions with a view to local improvement. Discuss 
bond issues for good roads, whole-time public health officers, the 
salary versus fee system of paying county officers, etc., instead of 
such questions as the retention of the Philippine Islands. 

7. Investigations for material should be made first from facts and 
things common to the every day life of the members. Let each debater 
observe and study local forces, conditions, and tendencies. Then let him 
turn to the school or public library or to the material sent out by the 
University Library, the North Carolina Library Commission, or other 
loaning agencies, in order to extend his observation and check up his 
conclusions in the light of wider information. If need be, members of 
the society can well afford to subscribe for several magazines which 
treat the subjects under discussion and can have their friends in the 
community make clippings on the subjects from the daily newspapers. 

8. In presenting arguments for and against a proposition, let the 
members of the opposing sides divide the question in such a way that 
the second and third speakers follow in regular logical sequence after 
the first speaker. Let each member make a definite contribution to the 
argument. Let the team work be consistent and cumulative. 

9. The final. essential is downright, persistent, hard work. Every 
member should put forth his best effort. Development comes in no 
other way and every member should strive after the fullest development 
possible. 

CIVIC CLUBS 

Public discussion in North Carolina during the past decade has 
undergone a most desirable change. Emphasis hitherto placed largely 
on things political and national, is being placed on questions affecting 


IGFET MMos + : 


University or Nortu Caronina ff 


the every day life of North Carolina. To make this change even more 
far-reaching, every North Carolina community should resolve itself 
into a community club and devote itself seriously to the quiet, persistent 
study of its economic, social, educational, and religious problems. 

The plan of organization and the method of procedure in such 
clubs should be simpler than that of the school societies. Their object 
should be open, frank, earnest discussion. The building up of a strong 
constructive community spirit and community interest should be a 
second object. Out of such discussions characterized by such a spirit, 
will inevitably come the solution of problems upon which the welfare 
of the community absolutely depends. 

If a place of meeting is the only obstacle in the way of the formation 
of such a club, the local school house can well be used for this purpose. 
It ought to be widely used and made the real social center of the 
community. 

For guidance in the formation of such clubs, this handbook, with 
slight modifications, may be used. For material for use in such dis- 
cussions, the Bureau of Extension of the University, the North Carolina 
Library Commission, and State offices can be called upon. The State 


press, especially The Progressive Farmer and The State Journal, will 


also be found of inestimable value in furnishing weekly discussions of 
the topics which it will be desirable to make the subject of these 
meetings. 


Preparation and Argumentation 


THE PROPOSITION 


The beginning of argument, since its purpose is to prove something, 
must be a proposition,—that is, a clear definite statement of what is 
to be proved. 

This proposition has three essential qualities. 


First, it must be clear. No ambiguous words must be allowed to 
confuse the hearer as to the real meaning of the speaker. No argu- 
ment can be satisfactory to the fairminded hearer that depends for its 
success on the interpretation of ambiguous words. The speaker who 
bases his argument on the generally accepted meaning of the terms 
of his proposition goes far toward winning the confidence of his 
audience. In a recent debate on the proposition, The Federal Govern- 
ment Should Retain the Forest and Mineral Lands Now in Its Posses- 
sion, the Negative won mainly because the Affirmative defined the word 
“retain” as “control,” the Negative argument being based on the 
generally accepted definition, “hold in possession.” 


Second, the proposition should be limited to one central idea. It 
is extremely difficult to prove two different propositions in the course 
of a single argument. The confusion liable to result from a double 
proposition may be realized by taking for illustration some such propo- 
sition as, The State Should Impose an Income Tax, and the County 
Assessors Should Make the Returns for their Respective Counties. It is 
quite conceivable that the Affirmative might show that the State should 
impose an income tax, but that the Negative might show with equal 
clearness that the State, instead of relying on county officers, should 
appoint its own officers to handle the tax. 2 


Third, the proposition should be so phrased as to give the Affirmative 
the burden of proof. This statement means simply that the Negative 
shall not be required either to defend that which has not been attacked, 
or to attack that which has not been proposed. On the question, for 
example, “Congress should not impose an income tax,” the negative 
phrasing forces those advocating an income tax to take the Negative 
side of the debate,—a situation that cannot but be confusing to an 
audience, and indeed to the debaters themselves. In debate the first 
speaker should have something to do, either to attack something that 
already exists or to propose something new. ‘The proposition, then. 
should propose to establish something or to abolish something. It 
should not be negatively phrased. — 


we ey -eeey 


i» 


University oF Nortu CaRroLina 9 


ANALYSIS 


Having a clear, single, affirmative proposition, the debater should next 
proceed to find out just what it comprehends,—just what is in it. The 
meaning of a proposition depends, not on the dictionary definitions 
of its terms, but on what the proposition as a whole means; and this 
meaning may best be found by answering the following questions: 
Why are we interested in this question today? What has been the 
history of this question from its beginning up to the special point of 
interest in it today? What is contended by each side? and, as a result 
of contrasting the contentions, What are the Special Issues, the detailed 
questions on which the settlement of the main question depends? 

This process of analysis may be divided into six steps: Origin of the 
Question, History of the Question, Definition of Terms, Clash of Opin- 
ion, Elimination of Admitted, Waived, or Extraneous Matter, and State- 
ment of the Issues. These six steps form the Introduction of a typical 
brief: 

I, The answer to the question why the subject is of interest today 
throws light on the proposition because the particular phase of the 
subject that is in the public mind may be a very different one from the 
phase that was presented a few years, or even months, before. Mr. 
R. M. Alden cites an interesting example of a sudden change in the 
meaning of a proposition.* In 1895 two college societies had arranged 
to hold a debate on the question, Resolved, That the Foreign Policy of 
President Cleveland Should be Approved.} President’s Cleveland’s for- 
eign policy had been marked by conservatism; but shortly before the de- 
bate was to take place, the President issued his Venezuelan message. 
This message seemed to the debaters too radical to harmonize with the 
general line of their arguments, and they gave up the debate. It wiil 
be noted that the immediate origin of the question is the latest step in 
the history of the question, and in the case cited by Mr. Alden, an 
entirely new question was projected by the addition of a new step in 
the history of Mr. Cleveland’s foreign policy. 

IJ. The next step after finding out why the question is of interest 
at the present time, is to answer the inquiry, How did this question 
come to be what it is——or in other words, What is its History? The 
discussion of the Immediate Origin has shown that a question may be 
materially changed within a very short time. The History of the 
Question helps to throw light on the proposition by showing its progress 
through its various manifestations. The history of State rights is a 
good illustration of the change in the meaning of a question. At one 
time State rights meant the right of equal representation in the Senate; 
at another, the right to decide the slavery question; an another, the 
right to secede from the Union; while the present stage in its history 


* Art of Debate, p. 16. 
7 Note that the phrasing puts the Affirmative on the defensive. 


10 Pusuic Discussion AND DEBATE 


is concerned with the claim of the right to control natural resources 
within the borders of the State. 

III. The Definition of terms has been left for the third step because 
very often the Immediate Origin and the History offer sufficient defini- 
tion of the terms of the proposition. Whenever they do not, the terms 
should be clearly defined,—not according to a dictionary, but according 
to the present aspect of the question in the publi¢ mind. A question 
may be defined in several ways: from authority, by eliminating possibly 
confusing ideas, by contrast, or by comparison. After an acceptable 
meaning is obtained, then the question should be restated in terms of 
the definition. 

IV. The most important step in the process of analysis is the Clash 
of Opinion—the setting of all that is contended on one side over against 
all that is contended on the other. It is only from the clash of opinion 
that the Special Issues can be derived, and the derivation of the Special 
Issues is the chief purpose of the process of analysis. In this clash, 
whenever an affirmative contention and a negative contention meet 
squarely, the result is an issue; and whenever one side makes a conten- 
tion that is not met squarely or admitted by the other side, or that is 
not waived for the purpose of debate, the result is an issue. Suppose, 
for example, that the Affirmative has three contentions, A, B, and C., 
and that the Negative has four contentions, A. B. C. and D. Suppose 
that the first three contentions on the one side meet squarely the first 
three on the other; three issues would result. But there is left the 
fourth contention of the Negative. If this cohtention is not admitted 
it raises an issue just as surely as does a contention that is met squarely. 
From this clash of opinion, then, there would rise four issues. 


V. The fifth step of analysis is the elimination of admitted or 
waived matter. Whenever a contention made by one side can be 
admitted by the other, time and energy are saved. Sometimes, too, a 
contention raises a question that it would be futile to debate. The 
question may be one that only the future can answer. It may be a 
question of present expediency when the real debate is over the principle 
involved. In any case such a question must be eliminated along with 
any admitted matter before the definite issues can be derived. 


VI. Having cleared away all matter that may be admitted or that 
is irrelevant, we have left several questions that rose directly out of the 
clash of the contentions. These questions are the Special Issues. The 
importance of the Special Issues cannot be overestimated. They are the 
questions that must be answered before the proposition can be said - 
to be proved or disproved. To find them, as has been said before, is 
the main purpose of the process of analysis. To find all of them is the 
only safety for the debater. A few years ago, in a debate on the 
proposition, ‘““The Federal Government Should Impose an Inheritance 
Tax,” the Affirmative based its whole argument on the two issues: 


University oF Nortu Caronina lek 


“Does the Federal Government Need Money?” and “Is the Inheritance 
Tax a Good Way to Raise Money?” The Negative replied that even if 
the Federal Government did need money, and the inheritance tax were 
a good way to raise money, these questions did not affect the main 
point at issue, which was, “Is the Right to Impose an Inheritance Tax a 
Function of the Federal Government or of the State?” The Affirma- 
tive, having failed to anticipate the most fundamental issue, lost the 
debate. 
PROOF 


Having analyzed the proposition and found the fundamental ques- 

tions, on the answers to which the answer to the main question depends, 
we next take up the work of proving the proposition. 
- Proof, or evidence, is of two sorts: direct, or testimonial, and indirect, 
or reasoning. The first sort is the establishing of facts by means of 
experts, or authorities; and the second sort is reasoning on those facts 
and coming to a conclusion in regard to them. 

Facts are established by reference to authority, and the strength of 
this part of evidence depends on the strength of the authority. Every 
authority should be tested by the following tests at least: Is he a real 
authority, an expert in his line? Is he honest and unprejudiced? Is 
his testimony consistent with other known facts? 

Indirect evidence, or reasoning, is of two general sorts: that in which 
from observation of a number of individuals we come to a conclusion 
about the whole class,—as that green apple is sour, this green apple is 
sour, the other green apple is sour, therefore all green apples are sour; 
and that in which we apply the characteristics of a class to a new 
specimen in order to include it in the class,—as all green apples are sour, 
this apple is green, therefore this apple is sour. Whenever possible, 
however, a causal relation should be established between the facts and 
the conclusion. Otherwise, it is possible that the conclusion may be due 
to chance or to other causal facts. For example, a speaker recently 
called attention to the large proportion of lawyers in the Senate of the 
United States and contended that the only inference that could be drawn 
was that they were there to represent the Trusts. Of course for that 
condition there are other more probable causes, such as the superior 
training of lawyers for legislation. 

Two of the more common fallacies, or gaps in argument are: Begging 
the Question, in which what is to be proved is assumed to be so; and 
Ignoring the Question, in which the speaker usually either talks on a 
side issue or shifts his ground. 


REFUTATION 


The best preparation for refutation is a thorough knowledge of the 
question. (See discussion of the Special Issues.) Most refutation 
is scrappy; an effort is made to attack individual points. Whenever 


12 Pusuic Discussion AND DEBATE 


possible, principles and not particular statements should be attacked. 
The debater must realize that his time for refutation is short and that 
he should attack the important points in his opponent’s argument. 
These points are of course the Special Issues laid down by that oppo- 
nent. Unsupported assertions, unrecognized authorities, and gaps in 
the logic of the opponent’s argument should be pointed out as weaknesses 
and contrasted with the strength, if strength there be, in the debater’s 
own argument. 


NOTES FROM READING 


Elsewhere in this Bulletin suggestions are made as to sources of 
material. Just a word as to the use of these sources. In order to 
understand the question, to make a real analysis, the reading must be 
fair. Both sides must be given a fair hearing. Copious notes must be 
taken on the reading; but these notes should be of ideas rather than 
of words, except where authorities are to be quoted. Slips of paper 
or cards should be used rather than a note book. Use a card for 
each topic. Indicate at the top of the card the main point or issue 
and the sub-topic to which the evidence belongs. Make an exact refer- 
ence to the source at the time. This habit will save much time and 
trouble. Credit should be given for quoted material. 


Queries, Briefs, Outlines and References 


RECALL OF JUDGES 


Specimen brief from the Debater’s Handbook Series 


Resolved, That judges should be made subject to recall. 


INTRODUCTION 


I. It is asserted that many evils exist in our judiciary system. 
A. Our courts have been severely criticized. 
I. By members of the bench and bar. 
2. In the press and on the platform. 
B. Many suggestions have been made for the reform of the courts 
and of judicial procedure. 


II. The recall of judges has been adopted as a remedy for these evils. 
A. It is now in force in Oregon, California, Arizona, Nevada, and 
Colorado. , 
B. Other States have taken steps providing for its adoption. 


III. There is serious and determined resistance to the further adop- 
tion of the recall of judges. 
A. Committees have been appointed to work against it. 
B. Much literature has been disseminated in opposition. 
C. President Taft refused to admit Arizona to statehood until the 
clause providing for the recall of judges had been eliminated from 
her Constitution. 


AFFIRMATIVE 


I. There are many evils in our present judiciary system. 
A. The expense and delay of litigation is too great. 
B. Decisions are based on legal technicalities and outworn precedent 
rather than reason and common sense. 
C. The courts have usurped legislative functions. 
D. The judiciary has become the bulwark of special privilege. 


II. The recall of judges is needed to correct these evils. 

A. Impeachment has failed as a remedy. 

B. The fact that the recall could be exercised would cause the judges 
to feel more keenly their responsibility to the people. 

C. Corrupt and inefficient judges would be deprived of office. 

D. The good judge would be protected in the performance of duty. 

E. The courts would be removed from the influence of corrupt 
interests. : 

13 


Reatinte, em 


4 


14 Pusztic Discussion AND DEBATE 


III. The recall of judges is desirable for other reasons. 
A. It is the application of good principle to government affairs. 
B. It is constitutionally sound. 
1. It is consistent with the republican theory of government. 
2. It has proved constitutional in the states where it has been 
exercised. 
3. There is sound precedent in our governmental institutions for 
its use. 
C. It would be beneficial to the people. 


1. It would restore the confidence of the people in the courts. 
2. It would arouse people to a more intelligent study of the can- 
didates. 


D. Short terms and frequent elections of the judicial officials would 
be unnecessary if the recall were available. 
1. Judges could be elected for life, subject only to removal for 
inefficiency or malfeasance in office. 


IV. The recall of judges is not dangerous as has been asserted. 
A. It would not be abused. 
I. People are conservative and would use it only on great provo- 
cation. 


2. They are capable of using is wisely. 
a. They are as competent to recall as to elect. 


3. It would not be a tool of vicious interests. 
a. If this were the case, these interests would not fight it so 
bitterly. 
B. It would be exercised sparingly. 


1. The fact that it could be utilized if necessary would generally 
be sufficient. 


C. The rights of the minority would not be disregarded. 
1. They would be safeguarded as they now are by the sense of 
responsibility and justice of the majority which is the preserva- 
tion of the law at all times. 


NEGATIVE 


I. The evils of our judiciary system have been much exaggerated. 
A. The courts have not usurped power to declare legislation uncon- 
stitutional. 
B. They are not reactionary and unprogressive. 
1. It is their business to declare law and not to make it. 
C. Many of the so-called evils are inherent in society and will 
remain so long as the people are human. 


II. Such evils as do exist can be remedied without resort to the 
recall of judges. 


University oF Nortu Caronina 15 


A. Members of the bench and bar are already working to reform 
judicial procedure. 

B. The existing remedies of impeachment and removal for cause 
can be made more effective. 

C. The power of the courts to interpret statutes and to nullify laws 
by majority vote can be removed. 


Ill. The recall of judges would be undesirable for many reasons. 
A. It is inconsistent with our republican form of government. 
I. Ours is a representative and not a pure democracy. 


B. The independence of judges would be destroyed. 


I. Decisions would be influenced by popular sentiments. 
2. The right of the minority would be subject to the will of the 
majority. 
3. Constitutional guarantees would be endangered. 
C. It would be unfair to the judges. 
1. The method of procedure does not provide for a fair trial. 
2. Passions and feeling would prevail in the election instead ot 
judgment. ; 
3. There would be a loss of respect for the judiciary. 
D. It would be difficult to induce good men to serve as judges. 
E. The evils of our present system would increase rather than de- 
crease. 
1. The uncertainties of litigation would be increased. 
2. The courts would become the tool of the bosses and corrupt 
interests. 


F. The people are not capable of exercising the recall wisely. 

1, They cannot understand the intricacies of the kaw. 

2. They are too indifferent to take the trouble to secure correct 
information about the candidates. 

3. If people do not elect good officials, they cannot be trusted 
to recall those who prove unworthy. 

4. Recall elections would be left to the bosses and those in con- 
trol of the nominations. 


IV. The recall of judges does not stand the test of experience. 
A. The instances where it has been used show it to be vicious. 
B. Judges elected for life have been shown to be superior to those 
subject to frequent re-election or recall. 


GENERAL REFERENCES 
In using the references indicated below and throughout this chapter, 
‘ it should be noted that'in the case of periodicals the number standing 
' to the left of the colon (:) stands for the volume; the numbers to 
the right of the colon (:) for the pages in the volume. For example, 


eyes" 


16 Pusuic Discussion anp DEBATE 


the first reference below to the Annals of the American Academy is 
to volume 38, pages 833 to 838, being in the November number for I9Q1I. 

Intercollegiate Debates, Vol. II, pp 365-409. Hinds, Noble, and El- 
dridge, New York, N. Y., 1913. 


Phelps, Edith M., Selected Articles on the Recall. H. W. Wilson 


Company, White Plains, N. Y., 1913. 

Bliss, William D. P., Editor, New Encyclopedia of Social Reform, 
p. 1050. 

Bourne, Jonathan, Jr., Oregon System of Popular Government. 61 p. 
Government Printing Office, IOII. 

United States. 62nd Congress, 2nd session. House Doc. No. 863. New 
Constitution for Ohio. Herbert S. Bigelow. 

Annals of the American Academy. 38:833-8. N. 711. Popular Con- 
trol and the recall. H. S. Gilbertson. 

Annals of the American Academy. 43:216-26. S. 712. Recall—lIts 
Provisions and Significance. H. S. Gilbertson. 

Annals of the American Academy. 43:227-46. S. ’12. Working of 
the Recall in Seattle. Fred W. Catlett. 

Independent. 68:1374-8. Je. 23, 710. Oregon’s Struggle for Purity 
in Politics. Jonathan Bourne, Jr. 

Outlook. 96:321-30. O. 8, ’10. Popular Government in Oregon. 
Jonathan Bourne, Jr. 


AFFIRMATIVE REFERENCES 


Bourne, Jonathan, Jr. Recall of Public Servants. Speech in the 


Senate of the United States, Aug. 5, 1911. Government Printing Office, 


IQII. 
Bourne, Jonathan, Jr. Popular v. Delegated Government. Speech 


in the Senate of the United States, May 5, 1910. Government Print- 
ing Office, IQI0. 

United States. 62nd Congress, 2nd Session. Senate Doc. No. 897. 
New Dangers to Majority Rule: Address, March 6, 1912. Judson King. 

Annals of the American Academy. 43:3-16. S. 712. Function of 
the Initiative, Referendum, and Recall. Jonathan Bourne, Jr. 

Annals of the American Academy. 43:65-7. S. ’ 
lation and Recall. Henry J. Ford, 

Annals of the American Academy. 43:17-31. S. 712. Initiative, 
Referendum, and Recall. George W. Guthrie. 


NEGATIVE REFERENCES 


United States. 62nd Congress, 2nd Session. Senate Doc. No. 883. 
Pending Revolution. Alfred P. Thom. 

Butler, Nicholas M. Why Should We Change Our Form of Govern- 
ment? United States. 62nd Congress, 2nd Session. Senate Doc. No. 238. 

United States. 62nd Congress, 3rd Session. Senate Doc. No. 993. 


12, Direct Legis- - 


ae 


University or Nortru CAro.uina 1e7 


What is Progress in Politics? Address before the Commercial Club, 
Chicago, December 14, 1912. Nicholas M. Butler. 

~ United States. 62nd Congress, 3rd Session. Senate Doc. No. 1108, 
30 pp. Constitution of the United States: Its Friends and Foes. 
Franklin W. Collins. 

Young, N. C. Shall We Change Our Plan of Government? United 
States. 62nd Congress, 2nd Session. Senate Doc. No. 865. 

Atlantic Monthly. 108:454-66. O. ’11. Representative as Against 
Direct Government. Samuel W. McCall. 

Note. Congressional Documents and Speeches from the Congres- 
sional Record may be secured from North Carolina Congressmen and 
Senators. 


COMPULSORY EDUCATION 


Resolved, That the constitution and present school law of North 
Carolina should be so amended as to require all children between the 
ages of seven and fourteen, inclusive, who are not physically unable, 
to attend school six months each year. 


AFFIRMATIVE ARGUMENTS 


The State should have the legal right to enforce as complete educa- 
tion as possible of all children, because the efficiency of its citizenship 
would thereby be increased. 

The State should have the legal right to insist that public money 
spent upon the public school system for the education of all children 
of school age should accomplish the end sought. The present law 
has resulted in an improvement in this particular. Its extension 
would result in a still greater improvement. 

Compulsory education within the new limitations suggested would 
increase the school enrollment and lengthen the time spent in school by 
each school child. From comparative statistics it has been shown that 
North Carolina’s average in these two important respects has been 
very low. 

Compulsory education causes school attendance to be more regular 
This, in North Carolina, has been very irregular, and under the present 
North Carolina law the machinery for the strict enforcement of the 
attendance feature has not been properly provided for. 


NEGATIVE ARGUMENTS 


Such an extension of the present law would result in the further 
infringement of individual liberty. It would be especially burdensome 
upon very small children who lived at a distance from the school 
house. 

2 


18 Pusuic Discussion anp DEBATE 


Compulsory attendance makes discipline in the schools more diffi- 
cult because of the discord occasioned by pupils who are unwilling 
to attend. Parents also occasion discord if their children are forced 
to attend against their will. 

Such extension of the law would result in further over-crowding 
of school houses and classes. Unless more money is provided for the 
schools the present number of teachers could not teach the increased 
numbers. This would result in very inefficient teaching. 

During 1913, in some counties in North Carolina, it was difficult to 
secure sufficient teachers for all the schools. Unless better salaries 
are paid, this condition would be intensified under the proposed 
measure. 

Other measures than the one proposed are in part responsible for the 
lack of attendance. School houses could be more centrally located; 
greater interest could be taken in the school by the committee and 
leading citizens; the teacher could study local conditions more carefully 
and become more closely allied with the interests of the community. 
This would count for more than enforced, involuntary attendance. 


REFERENCES 


Public Laws of North Carolina, 1913. Chapter 173. 

Superintendent of Public Instruction of North Carolina. Report 
1908-10, pp. 39-44; Report I9I0-’12, pp. 23-24. 

Southern Educational Association. Proceedings, 1904, pp. 78-94, 
Compulsory Education; Proceedings, 1907, pp. 97-108, Compulsory 
Attendance; Proceedings, 1908, pp. 174-83, Result of Compulsory At- 
tendance Laws in Asheville, with discussion; Proceedings, 1910, pp. 66- 
73, Compulsory Education. 

Conference for Education in the South, Sixth Conference, pp. 203-6, 
Responsibility of the Government for Public Education; Ninth Con- 
ference, pp. 74-76, Compulsory Attendance Law in West Virginia; 
Eleventh Conference, pp. 147-76, Eleven Discussions of Compulsory 
Education; Fifteenth Conference, pp. 55-70, Need of Compulsory Edu- 
cation in the South. 

Virginia Department of Public Instruction. Biennial Report, 1907-8, 
1908-9. 

United States Commissioner of Education. Report, 1898-99, Vol. 1, 
pp. 147-64, Methods and Results in Central Europe; Report, 1899, Vol. 
2, pp. 1311-18, Compulsory Education in Relation to Crimes and Social 
Morals; Report, 1906, Vol. 2, pp. 1263-90, Welfare of the Child. 

National Education Association. Proceedings, 1871, pp. 16-25, Com- 
pulsory Education; Proceedings, 1883, pp. 76-78, Discussions on Com- 
pulsory Education; Proceedings, 1891, pp. 294-7, Report of Committee 
on State School Systems; also pp. 297-305, Discussion; also pp. 393-401, 
Compulsory Education in Illinois and Wisconsin; also pp. 401-3, Dis- 


University oF Nortu Caronina 19 


cussion; also pp. 403-12, Compulsory Education in Massachusetts; 
Proceedings, 1904, pp. 244-9, The Factory Child; Proceedings, 1905, 
pp. 103-13, Compulsory Education and Child Labor; Proceedings, 
1908, pp. 1229-31, Compulsory School Attendance in the South. 

Annals of the American Academy. 32: sup. pp. 40-56, July, 1908, 
Compulsory Education the Solution of the Child Labor Problem. 

Annals of the American Academy. 32: sup. pp. 57-66, July, 1908, 
Compulsory Education in the South. 

Annals of the American Academy. 33: sup. pp. 100-3, March, 1909, 
Scholarship for Working Children. 

Charities. 15:822-24, Legalized Ignorance in the National Capital. 

Charities. 21:670-3, Price Law in New Jersey. 

Charities. 21:961-4,.Does South Carolina Need a Compulsory School 
System? 

Education. 4:25-34, Compulsory Education. 

Education. 14:352-6, A Substitute for Compulsory Education. 

Educational Review. 1:382, Compulsory Education. 

Educational Review. 33:217-44, Why Is Public Education in the 
United States not as Successful as in Germany? 

Journal of American Sociology. 10:299-314, Has Illinois the Best 
Laws in the Country for the Protection of Children? 


INITIATIVE AND REFERENDUM 


Resolved, That the Constitution of North Carolina should be so 
amended as to allow the initiative and referendum in state-wide 
legislation. 


. INTRODUCTION 


Certain evils existing in the various state governments have aroused 
wide-spread discussion as to the possible means of their elimination. 

Many statesmen and reformers are advocating, as a remedy, the 
adoption of the initiative and referendum. 

The fundamental idea behind the initiative is that the voters in 
the state may at their own option suggest and vote upon given meas- 
ures, irrespective of any action by the state legislature. If a majority 
of those casting ballots vote in favor of the measure, it becomes a 
law. If a majority be against a measure, it does not become a law. 

The referendum operates in much the same way. If the legisla- 
ture passes a measure which does not meet with popular approval, 
the voters may by means of the referendum have the question sub- 
mitted to popular vote. The legislature is forced to abide by the 
decision of the voters as expressed at the election. 

The initiative and referendum are in use in foreign countries and 
in a number of American states and cities. 


20 Pusuic Discussion AND DEBATE 


AFFIRMATIVE ARGUMENTS 


The initiative and referendum are logical and natural outgrowths 
in the development of American government. They are in harmony 
with the development that has preceded them. They begin at the 
points where the previous reform measures leave off. 

The initiative and referendum will secure better government. ‘They 
will raise the standard of citizenship. They will put legislation on a 
business-like basis. They will do away with undesirable legislation, 
either intentional or unintentional. 

The initiative and referendum are practical. They require only the 
ordinary election machinery. They are exceedingly simple in operation. 
They are comparatively inexpensive. 

The initiative and referendum have proved uniformly successful; 
for “Boss” rule has been eliminated in South Dakota. Granting of 
special privileges has been prevented in Oklahoma. Corporate domi- 
nation ‘has been done away with in Oregon. Switzerland has been. 
signally successful in using the measures. 

North Carolina needs the iniative and referendum. Many sorely 
needed state-wide laws have failed of enactment whose passage would 
be hastened by the adoption of this amendment. The passage of this 
amendment would have a salutary effect in that the legislature would 
then be compelled to listen closely to the people in the making of laws. 


NEGATIVE ARGUMENTS 


The initiative and referendum are contrary to the fundamental 
principles of American government; for they strike at the very root 
of representative government. They encourage hasty and unwise action. 

The argument that the initiative and referendum will secure better 
government is not valid. It is a very simple matter to secure fraudulent 
signatures on initiative and referendum petitions. The initiative and 
referendum give a hasty and immature tone to legislation. 

The initiative and referendum are impractical in actual operation. 
Voters have failed to show any permanent increased interest in public 
affairs. Voters have been very superficial in their investigations of 
pending problems. Voters have used the measures only spasmodi- 
cally, and have thus kept legislatures in continual doubt as to what 
course to pursue. Special interests have found it comparatively easy 
to circularize the state and secure the passage of measures particularly 
favorable to them. 

Present conditions do not warrant the adoption of such measures as 
the initiative and referendum. State governments are comparatively 
free from abuses. In those instances where unworthy or inefficient 
legislators are in power, the evil can be remedied by the voters coming 
to the polls and electing good men to office. The responsibility rests 
entirely with the people even at the present time. 


University or Norra Caroiina 21 


North Carolina does not need the initiative and referendum. If there 
were a vital need, as the affirmative contends, for the state-wide laws 
they propose, it would long ago have asserted itself under our system. 
The working of the initiative and referendum in other states is not of 
such a nature as to justify their extension to North Carolina. 


GENERAL REFERENCES 


Bliss, W. P. D., Editor. New Encyclopedia of Social Reform. 

Bryce, James. American Commonwealth. Edition 3, Vol. 2, Chapter 
XXXIX. 

Debaters’ Handbook Series. The Initiative and Referendum. H. W. 
Wilson Company. White Plains, N. Y. $1.00. 

High School Debating Union. The Initiative and Referendum. Chapel 
Hails NaC. 1913. Free. 

Ringwalt, R. C. Briefs on Public Questions. Longmans, Green and 
Company. New York, N. Y. $1.25. 

Robbins, E. C. High School Debate Book. A. C. McClurg, Chicago. 
$1.00. 

Annals of the American Academy of Political and Social Science, 
Vol. 43, September 1912, 352 pp. American Academy of Political and 
Social Science, 36th Woodland Ave., Philadelphia, Penn. $1.00. 


AFFIRMATIVE REFERENCES 


Hon. Jonathan Bourne, Jr.—Article on “Initiative, Referendum, and 
Recall,’ Senate Document No. 302, 2nd Session, 62nd Congress. 

Hon. Jonathan Bourne, Jr—Speech on “Popular Versus Delegated 
Government,’ Senate Document, No. 524, 2nd Session, 61st Congress. 

Hon. H. S. Bigelow—“Initiative and Referendum,” Senate Document 
No. 556, 2nd Session, 62nd Congress. 

Hon. Judson King—“New Danger to Majority Rule.” Senate Docu- 
ment No. 897, 2nd Session, 62nd Congress. 

Hon. Theodore Roosevelt—“The Right of the People to Rule.” 
Senate Document No. 473, 2nd Session, 62nd Congress. 

Hon. Theodore Roosevelt—‘A Charter of Democracy.” Senate Do- 
cument No. 348, 2nd Session, 62nd Congress. 


NEGATIVE REFERENCES 


Senator H. C. Lodge—“The Constitution and Its Makers.” Senate 
Document No. 271, 2nd Session, 62nd Congress. 


President Nicholas Murray Butler—‘Why Should We Change Our 
Form of Government?” Senate Document No. 238, 2nd Session, 62nd 
Congress. 

Hon. Samuel W. McCall—“Representative as Against Direct Govern- 
ment.” Senate Document No. 273, 2nd Session, 62nd Congress. 


22 Pusuic Discussion anD DEBATE 


President W. H. Taft—Address. Senate Document No. 451, 2nd 
Session, 62nd Congress. 

Judge N. C. Young—“Shall We Change Our Plan of Gevernment?” 
Senate Document No. 865, 2nd Session, 62nd Congress. 

Hon. J. B. Foraker—Address. Senate Document No. 445, 2nd Ses- 
sion, 62nd Congress. 

Hon. G. W. Wickersham—Address. Senate Document No. 62, Ist 
Session, 63rd Congress. 

Hon. G. W. Wickersham—Address. Senate Document No. 20, Ist 
Session, 63rd Congress. 

Senator J. W. Bailey—Address against Initiative, Referendum, and 
Recall. Congressional Record, January 2nd, 1913. 


CHILD LABOR 


Resolved, That North Carolina should enact a law prohibiting all 
children under fourteen years of age from working in any mill, factory, 
or manufacturing plant. 

Resolved, That there should be an inspector with full state authority 
for the enforcement of all laws relating to the employment of children 
in North Carolina. 

The present child labor law passed in 1913 prohibits the employment 
of children under twelve years of age; allows children between twelve 
and thirteen to serve as apprentices; and allows any child thirteen 
years of age to work in the day. No child under sixteen is permitted 
to work between the hours of 9 P. M. and 6 A. M. The superintendent 
of public instruction in each county is given the right to inspect 
factories but is not given full authority. 

According to Owen R. Lovejoy, Secretary of the National Child 
Labor Committee, the unsolved problems connected with child labor 
resolve themselves into: 


1. What classes of children should be entirely eliminated as a factor 
in the industrial problem? 

2. From what industries should all children be eliminated? 

3. What regulation should govern the condition of the children 
who may wisely be employed? 

4. What is to be done with those excluded from industry? 


These propositions fairly cover the field of discussion. Among the 
questions that they bring up are these: 

1. Should vacation permits be issued? 

2. Should home labor for gain be permitted? 

3. Is the age limit of fourteen years sufficient protection for children? 

4. Should industrial and vocational education be made a dominant 
feature of public school instruction? 


University oF Nortu Caroina 23 


In North Carolina there are so many children at work in the factories 
who are below the age limit that the discussion of the question is 
important. Of the workers employed in North Carolina manufacturing 
' plants, 11.3 per cent are under sixteen years of age. The average for 
the United States is 2.5 per cent. North Carolina, South Carolina, 
Georgia, and Alabama are the only states which do not have the 
fourteen year age limit. Other facts which add to the importance of 
the question are: the excessive hours of work, especially in the textile 
plants, and the high death rate among operatives. 


AFFIRMATIVE ARGUMENTS 


No form of legitimate manufacture is dependent on child labor for 
its existence. It may find it an economy and a convenience, but not an 
absolute necessity. 

Child labor is cheap labor, and cheap labor tends to poverty. The 
total income of a family engaged in an industry which regularly 
employs child labor is almost invariably less than that of a family 
engaged in an industry in which only adults are employed. 

Child labor results in mental and physical retardation and incomplete 
development. 

Child labor defeats the very object of its employment. It tends to 
industrial deterioration. Its effects are seen in the cheapening of in- 
dustrial products, due to unskilled labor on the one hand and on the 
other to the unfitting of the adult for the best participation in later 
life because of defective mental and physical training. 

Child labor is fundamentally wrong in that it limits the child’s op- 
portunity for full physical, mental, and industrial development, and in 
so doing places a burden on society. 

Child labor promotes crime. Working children contribute to the 
ranks of delinquency a slightly larger number and a much larger pro- 
portion than do the non-workers. 

Child labor embitters the spirit of the child. It tends not only to 
interfere with his highest development as a citizen, but to fill him with 
resentment and hatred toward society. 

In the case of the fatherless or needy child, special protection should 
be given instead of permitting him to work in such a way as to limit 
his possibilities for future independent maintenance. 


NEGATIVE ARGUMENTS 


Some forms of legitimate manufacture are largely dependent 
upon child labor, as children are better fitted for some occupations than 
adults. 

Those who oppose child labor fail to recognize the fact that no 
provision has been made by society for the maintenance of families 
whose adult members are unable to secure employment in the more 


24 Pusuic Discussion anp DEBATE 


remunerative industries, and who in consequence, are forced to place 
their children at work in order to live. To these, and to children whose 
parents are incapacitated for work, the opportunity to work is an op- 
portunity to live. 

It is better to have children between the ages of twelve and fourteen 
employed in the factories than to allow them to be idle and out of 
school. At present the compulsory school law of North Carolina does 
not apply to children between twelve and fourteen years of age, and 
even if it did, it would affect them for only four months in the year. 
Again, if the schools in North Carolina emphasized vocational training 
and consequently appealed to the child from twelve to fourteen, there 
would be more reason for the passage of the law. 


North Carolina mill owners have adopted the practice of providing 
sanitary homes, play-grounds, long term schools, and churches for their 
operatives’ children. The gain on the part of the mill community as 
a whole is greater than the loss of an occasional individual child who 
might be adversely affected through work. 


GENERAL REFERENCE 
Public Laws of North Carolina, 1913, Chapter 64. 


Bliss, William D. P., Editor. New Encyclopedia of Social Reform. 

Bullock, Edna D., Editor. Selected articles on Child Labor, in De- 
baters’ Handbook Series. 

National Child Labor Committee, 105 East 22nd St., New York, N. 
Y. This Committee organized in 1904 and has issued its proceedings 
in a volume each year since its organization. It has also published a 
large number of single papers, all of which are helpful in the prepara- 
tion of the discussion. The annual proceedings cost $1.25 each. 

North Carolina Branch of the National Child Labor Committee, 
W. H. Swift, Greensboro, N. C., Secretary. This Branch, through Mr. 
Swift, iseable to give complete information concerning child labor in 
the State. 


United States. Census Bureau. Child Labor in the United States. 
Bulletin 69, 1907. Washington, D. C. 

United States. Labor Bureau. Report on the Condition of Women 
and Child Wage-earners in the United States. 19 volumes. Senate 
Doc. 645, 61st Congress, 2nd Session, Washington, D. C. 

United States. Labor Bureau. Bulletins 9, 12, 15, 18, 21. Washington, 
DeG: 

Annals of the American Academy. Vol. 25, four articles; Vol. 20, 
Jan. 1907, articles filling 190 pages; supplements to Vols. 33, 34, 38, 
numerous articles. 

North American Review. 186: 245-56. Child Labor Problem. Julia 
Magruder. 


Untiversiry oF Nortu Caronina 25 


North American Review. 189:890-9. Plea of the Child Laborer. A. 
H. Ulm. 

The Child Labor Bulletin, published by the National Child Labor 
Committee, is published four times a year for $2.00. It has just com- 
pleted two volumes of four numbers each. 


AFFIRMATIVE REFERENCES—LOCAL 


State Journal. Feb. 21, 1913. Needed Improvement with Regard 
to Factory Child Labor. Bishop Robert Strange. 


State Journal. March 28, 1913. Reply of W. H. Swift to F. P. Hall. 

State Journal. May 9, 1913. Consider the Child. A subscriber. 

State Journal. August 22, 1913. First Children’s Code. W. H. 
Swift. 

State Journal. August 209, 1913. More Leisure for the: Workers. 

State Journal. September 12, 1913. Children in Bondage. 

State Journal. October 3, 1913. Employment of Young Children 
as Wage Earners. W. H. Swift. 


NEGATIVE REFERENCES—LOCAL 


Dawley, Robinson. The Child that Toileth Not. The Gracia Pub- 
lishing Company, 115 Nassau Street, New York, N. Y., 1912. $3.00. 

Schenck, John F. “Child Labor” Legislation. Lawndale, N. C. Mr. 
Schenck was Chairman: of the Legislative Committee of the North 
Carolina Cotton Manufacturers’ Association, 1913. 

State Journal. March 28, 1913. Points made by F. H. Hall as em- 
bodied in the reply by W. H. Swift. 


WOMAN SUFFRAGE 


Resolved, That the Constitution of North Carolina should be so 
amended as to allow women to vote under the same qualifications as 
men. 

INTRODUCTION 


Better education and advanced ideas of government have brought 
about a demand for more rights and privileges for women. One of 
the most important of these is woman suffrage. 

In practically all of the leading countries there is an agitation for it. 
Nine American states have it, as do New Zealand, Australia, Norway, 
Switzerland, and other foreign countries. 

The question presents four main issues: (1) Do women have the 
right of suffrage? (2) Is it best for them to have it? (3) Is it best for 
the State for them to have it? (4) Have its results elsewhere been 
such as to justify its extension to North Carolina? 


26 Pusutic Discussion AND DEBATE 


AFFIRMATIVE ARGUMENTS 


The suffrage is a right to which women are entitled on the ground 
that mental equipment rather than physical ability is the correct basis 
for granting the privilege of voting. In a democracy equals should — 
share in determining the character of their government. 


The suffrage would benefit women mentally and socially in that it 
would lead them to study civil and political questions; it would develop 
a sense of responsibility in them; it would result in their securing 
laws more favorable to their economic and legal standing. 


It would benefit the State. Women are morally inclined to vote for 
good causes. Consequently corrupt measures would be defeated and 
corruption in politics would be decreased. Their interest in the wel- 
fare of their homes and children would lead them to enact laws 
favorable to homes, schools, public health, etc. 


The reasons which make woman suffrage admirable in other states 
hold in North Carolina. Better men have been elected to office. Elec- 
tions have been more orderly. Furthermore, in their effort to secure 
better child labor laws, longer school terms, greater library privileges, 
etc., the women of North Carolina need the ballot. In North Carolina 
women have served well on school boards. Why should they not be 
allowed to serve elsewhere? 


NEGATIVE ARGUMENTS 


The suffrage should not be granted to women because they have 
not shown their mental equality with men in the formation of construc- 
tive policies; they would not be able to carry into effect the measures 
they would enact; and they at present have representation in govern- 
ment through men. 


The suffrage would be detrimental to women in that it would burden 
them with new responsibilities, take them away from their homes, and 
lower them in the estimation of men. Furthermore, the suffrage would 
be used by bad women as well as by good women. 


Granting the suffrage would be detrimental to the State. Women 
who did not understand the issues involved would become dangerous 
tools in the hands of scheming politicians, and their interest in their 
homes would be neglected on account of their interest in politics. 


Results in other states do not warrant the adoption of woman 
suffrage in North Carolina. Good school laws have been secured with- 
out their participation in politics. There is no foreign vote in the State 
to be offset by them as in the case of some of the States in which the 
suffrage is granted. North Carolina women are by nature home- 
makers, not office-seekers. 


pre ie iz or 


University or Nortu CAronina alk 


GENERAL REFERENCES 


High School Debating Union. Woman Suffrage. Chapel Hill. N. C., 
1912. Free. 

National American Woman Suffrage Association, 505 Fifth Ave., 
New York, N. Y., and the New York State Association Opposed to 
Woman Suffrage, 29 West 39th St., New York, N. Y., will furnish 
material on application. 

Phelps, E. M., Compiler. Selected Articles on Woman Suffrage. H. 
W. Wilson Company, White Plains, N. Y. $1.00. 

Bliss, W. D. P., Editor. New Encyclopedia of Social Reform. Pp. 
1295-1303. 

Bryce, James. American Commonwealth, 3rd edition. Vol. II, chap. 
XCIII. 

Ringwalt, R. C. Briefs on Public Questions. Longmans, Green & 
Company. New York, N. Y., $1.25. 

Robbins, E. C. High School Debate Book. A. C. McClurg & Com- 
pany, Chicago, Ill. $1.00. 

World Almanac and Encyclopedia. Article on Woman Suffrage. 


AFFIRMATIVE REFERENCES 


Clark, Chief Justice Walter, Raleigh, N. C. The Legal Status of 
Women in North Carolina. 1913. 

United States. 54th Congress, Ist Session. Senate Doc. No. 157. 

Arena. 10:201-13. July, 1894. Shall our Mothers, Wives, and Sisters 
be our Equals or our Subjects? Frank Parsons. 

Literary Digest. Nov. 23, 1912. Woman Suffrage Victory. 

World's Work. August, 1911. Recent Strides of Woman Suffrage. 
BaD. Knabe. 

World's Work. February, 1912. Woman, The Savior of the State. 
Selma Lagerlof. 
NEGATIVE REFERENCES 


Annals of the American Academy. 35: sup. 10-15, May, 1910. Logi- 
cal Basis of Woman Suffrage. A. G. Spencer. 

Annals of the American Academy. 35: sup. 36-7, May, 1910. Inad- 
visability of Woman Suffrage. C. H. Parkhurst. 

Atlantic Monthly. 92:289-96, September, 1903. Why Women Do not 
Want the Suffrage. Lyman Abbott. 

Forum. 43: 495-504, 595-602, May and June, 1910. Facts about Suff- 
rage and Anti-Suffrage. Mrs. Gilbert E. Jones. 

North American Review. 191: 549-58, April, I910. Woman’s Rela- 
tion to Government. Mrs. William Forse Scott. 

Outlook. 101: 26-30, May 4, 1912. For the Twenty-two Million; 
Why Most Women Do Not Want to Vote. A. Watkins. 


28 Pusiic Discussion anpD DEBATE 


TAXATION 


Resolved, That North Carolina should abolish all taxes save one 
single tax levied on land, irrespective of improvements. 

Resolved, That North Carolina should tax all vacant town lots and’ 
unimproved country land at their full value. 

Resolved, That North Carolina should adopt the Houston plan of 
taxation, whereby revenue is raised by taxing land at its full value 
and improvements on land at 25 per cent of their value. 

Resolved, That North Carolina should abolish the compulsory poll tax. 

Resolved, That North Carolina should provide for the segregation 
of the sources of State and local revenues. 

Resolved, That the legislature of North Carolina should provide for 
the full assessment of all property. 


If these queries are debated, it is understood that their constitutional- 
ity is granted. 

Possibly no question under discussion in North Carolina today is 
receiving more consideration than that of taxation. Of the ten pro- 
posed amendments to the constitution of North Carolina to be voted 
on in November 1914, one treats of taxation and involves an almost com- 
plete revision of the article devoted to that subject. That this is the 
case, is due to the fact that under the present system the burdens of 
taxation are unequally distributed and inadequate revenue is provided 
for the proper development of a rapidly growing prosperous State. 


The first three queries given above center around the Single Tax idea 
of Henry George which contemplates the raising of all revenues by 
means of a single tax on land. The arguments advanced by the advo- 
cates of this plan are: 

It would save a large amount of the expense involved in the present 
method of tax gathering, as there would be but one tax and that on 
land. 

It would increase the production of wealth by taking the taxes off of 
industry and thrift, as evidenced by buildings and machinery, and plac- 
ing it on land, which is frequently held for speculation. It would have 
the effect of making more land available for industry, as it would make 
it unprofitable for land owners to hold land for purely speculative 
purposes. It would exempt from taxation the products of the lab- 
orer and place the burden of taxation upon the land owner. In 
these various ways the extremes of poverty and wealth would be 
limited and the general welfare of society would be promoted. 


The effect in cities would be beneficial, because it would tend to limit 
over-crowding. More dwellings would be built upon the vacant city 
lots now held at exorbitant prices. In the country, farm owners 
would pay taxes on the land which they could cultivate to profit, and 
no more. Speculators would not be able to hold land out of use. 


— —T 


University oF Nortu Carouina 29 


The poor could buy land at a lower price, and thus help develop the 
community instead of becoming ineffective tenants. 

The Houston plan (described in detail in the State Journal of Janu- 
ary 9, 1914), the results of which have been remarkably successful, 
provides for the taxing of land at its full value and of merchandise, 


_improvements, and machinery at 25 per cent of their value. Cash, 


notes, household furniture, etc., are entirely exempt from taxation. 
In actual practice, land in Houston has been taxed at only 70 to 75 
per cent of its full value. It has increased so rapidly in value that it 
has been impossible to keep the assessments abreast with the advanc- 
ing prices. This plan represents a modification of the straight out 
single tax idea. 

The practice of levying a poll tax has been discontinued in most 
of the European countries and the trend of thought is for its abolish- 
ment in the United States. It is not especially effective in raising 
revenue. It also imposes a burden on the poor from which they cannot 
escape, whereas the wealthy frequently escape taxation on the full 
valuation of land and other property. 

The question of segregation of the sources of revenue is comparative- 
ly new in North Carolina. It proposes to use the revenue for the main- 
tenance of the State government and State institutions from sources of 
a State-wide nature, such as incomes, corporations, franchises, in- 
heritances, etc., and the revenue for town and county governments 
from local sources, such as real estate and personal property. 

The demand for a skilled equalization board and a more effective 
method of assessment of all property has risen out of the failure of 
the present system to equalize assessments and to place all property 
on the tax books. An efficient board of equalization would be able to 
fix standards by which assessments in all the counties and townships 
of the State would be unified. 


The literature on these various problems is constantly growing. 
The following are sources from which information may be secured: 

Bliss, W. D. P. New Encyclopedia of Social Reform. Single Tax, 
pp. I114-19; Taxation, pp. 1193-1201. 

North Carolina Commission on Constitutional Amendments. Minu- 
tes of the session of the Commission, Raleigh, 1913; Report to Gov. 
Craig, Raleigh, 1913. : 

Conference for Education in the South. Proceedings of the Six- 
teenth Conference, Richmond, 1913, pp. 175-193. 

George, Henry. Progress and Poverty. N. Y., Doubleday, Page & 
Company, 1900. $1.00. 

Intercollegiate Debates, Vol. 2, pp. 125-148. 

National Tax Association. State and Local Taxation, being Ad- 
dresses and Proceedings of the Association for Six Annual Meetings, 
since 1907. Each volume contains about 500 pages of material on 


30 Pusuic Discussion AND* DEBATE 


various phases of taxation. Can be secured from T. S. Adams, State 
Tax Commissioner, Madison, Wis., $2.00 each. 

North Carolina State Tax Commission. Annual Reports. Can be 
secured from the Corporation Commission, Raleigh. 

Ringwalt, R. C. Briefs on Public Questions, pp. 202-209. 

South Atlantic Quarterly. October, 1913. Our Taxation Problem. 
Cr lokhaper 

State Journal. January 9, 1914. This number outlines the Houston 
Plan of Taxation. The State Journal regularly carries articles on 
the taxation of land at its full value. 

State Journal. July 11, 18, 25, August 1, 1913. Four articles on 
the Single Tax, by Joseph Fels. 

State Journal. September 12, 1913. Address on Classification, 
Segregation, and Graduation of Property for Taxation, by Attorney- 
General T. W. Bickett. 

World Almanac and Encyclopedia. Article on the Single Tax. 


COMMISSION FORM OF CITY GOVERNMENT 


Resolved, That the commission form of city government should be 
adopted in every city in North Carolina having over 7,500 inhabitants. 

Resolved, That the city of——————should adopt the commission 
form of government. 

The characteristic features of city government in cities which have 
not adopted the commission form are: The city is divided into small 
division or wards from each of which an alderman is elected. The 
city council is composed of these aldermen, who serve without pay, 
and a paid mayor who is elected at large. The aldermen enact ordi- 
nances, or pass city legislation, which the mayor and those who hold 
positions under him enforce. 


Under the commission form the commission is made up of a few 
men (usually three) of whom one is chairman or mayor and the 
others commissioners. They are all elected from the city at large. 
They devote their whole time to the city’s business and are paid regular 
salaries. They both enact city regulations and carry them out. 


Advocates of the commission plan contend that it is desirable because 
it fixes responsibility both in legislation and administration. It is 
efficient, it is direct, it promotes the welfare of the city, and is econom- 
ical. It is democratic, and it brings the services of strong, aggressive 
‘business men to the administration of the city’s affairs. 


The opponents of city government by commission argue that it is 
contrary to the spirit of American government which provides for the 
separation of the legislative and executive divisions; that the number of 
commissioners is so small that the needs of all the sections of the city 


Universiry ofr Nortu CARoLina 31 


cannot be noted; that it places too much legislative and adminis- 
trative power in the same hands; that it makes political graft on a 
large scale possible; and that it does not eliminate evils which could 
not just as effectively be eliminated under the prevailing plan. 


REFERENCES 


In the event this question is debated in any North Carolina town 
having a public library, additional literature to that indicated below 
will be found available in books and periodicals. 

Bliss, W. D. P. New Encyclopedia of Social Reform. See Gal- 
veston Plan. 

Bradford, E. S. Commission Government in American Cities. N. Y., 
Macmillan Company, 1911. $1.25. 

Bryce, James. American Commonwealth, Vol. 1, pp. 662-6. 

Denning, H. E. -Government of American Cities. N. Y., G. P. 
Putnam’s Sons, 1909. $1.50. 

Goodnow, F. J. Municipal Government. N. Y., Century Company, 
1909. $3.00. 

Intercollegiate Debates, Vol. 1, pp. 461-77; Vol. 3, pp. 1-39. 

McClure’s Magazine. 27: 600-20. Galveston a Business Corpora- 
tone) ©: kk. ‘Turner. . 

Munro, W. B. Government of American Cities. N. Y., Macmillan 
Company, 1912. $2.25. 

Outlook. 85: 834-5; 839-43, April 13, 1907. Texas Idea. 

Review of Reviews. 36: 623-34, November, 1907. Spread of Gal- 
veston Plan of City Government. 

Robbins, E. C. High School Debate Book, pp. 57-64. 

Robbins, E. C. Selected Articles on the Commission Plan of 
Municipal Government. H. W. Wilson Company, White Plains, N. 
ere 1.00. 

State Journal, August 22, 1913. City Government by Commission. 
Mayor T. J. Murphy, Greensboro. 

Steffens, J. L. Shame of the Cities. N. Y., McClure, 1905. $1.20. 

World Almanac and Encyclopedia. Article on Commission Form of 
City Government. 


RURAL CREDIT AND AGRICULTURAL CO-OPERATION 


Resolved, That the farmers of——————-should form a co-operative 
rural credit association. 

Resolved, That the farmers of————————should form a co-opera- 
tive association for the buying of supplies, farm implements, and 
machinery. 

Resolved, That the farmers of———————— should form a co-opera- 


tive marketing association. 


32 Pusiic Discussion anD DEBATE 


Resolved, That the farmers of-———————-should form a co-opera- 
tive creamery. 
Resolved, That the farmers of—————-should form a co-operative 


breeding association. . 

While this general topic may not admit of a formal debate, it can 
be discussed with very great profit by every farmers’ organization in 
the State. The literature on the subject which will aid in making such 
discussions clear and intelligent is growing daily. The following 
will be found to be useful sources of information. 


LOCAL SOURCES 


Carolina Farmer. Raleigh, N. C. 

Daily Newspapers of North Carolina. 

Hill, John Sprunt, Durham, N. C. Address before the State Conven- 
tion of Farmers, Raleigh, August 27, 1913, on Co-operation and the 
Work of the American Commission in Europe. 

Progressive Farmer. Raleigh, N. C. Each issue carries an article 
on Co-operation by Clarence H. Poe. 

Report of the North Carolina Representatives of the American Com- 
mission for Study of Agricultural Co-operation in Europe. State Doc- 
ument, Raleigh, N. C. 

The Bulletins of the A. & M. College and the State Department of 
Agriculture, Raleigh, N. C., also carry articles on the subject. 


OTHER SOURCES 


Bailey, L. H. Country-Life Movement. N. Y., Macmillan Com- 
pany, 1911 $1.25. 

Barrett, C. S. Mission, History, and Times of the Farmers’ Union 
Marshall & Bruce Co., Nashville, Tenn. 

Bliss, W. P. D. Encyclopedia of Social Reform, pp. 294-313. 

Butterfield, K. L. Chapters in Rural Progress. Chicago, University 
of Chicago Press, 1908. $1.00. 

Conference for Education in the South. Proceedings of the 15th 
Confernce, 1912; Proceedings of the 16th Conference, 1913, 725 
Southern Bldg., Washington, D. C. 

Coulter, J. L. Co-operation among the Farmers. N. Y., Sturgis & 
Walton Company, I9QII. 75c. 

Fay, C. R. Co-operation at Home and Abroad. N. Y., Macmillan 
Company, 1908. $3.00. 

Myrick, Herbert. Co-operative Finance. N. Y., Orange Judd Com- 
pany, I912. 

Plunkett, Sir Horace. Rural Life Problems of the United States. 
N. Y., Macmillan Company, 1910. $1.25. 


University of NortuH Caronuina 33 


Powell, G. H. Co-operation in Agriculture. N. Y., Macmillan 
Company, 1913. $1.50. Very comprehensive, especially as to American 
Co-operation. : 

United States. 62nd Congress, 2nd Session, Senate Doc. 572. Agri- 
cultural Credit. Senate Doc. 574. Systems of Rural Co-operative 
Credit. Senate Doc. 855. International Institute of Agriculture. Senate 
Doc. 891. Agricultural Credit Banks. 62nd Congress, 3rd Session. Sen- 
ate Doc. 967. Preliminary Report on Land and Agricultural Credit in 
Europe. Senate Doc. 1001. Farm Credits. Senate Doc. 966. European Co- 
operative Credit Systems. Senate Doc. 1435. Notes on Agricultural Sys- 
tems Abroad. 63rd Congress. Ist Session. Senate Doc, 214. Agricultural 
Co-operation and Rural Credit in Europe, being the Information and 
Evidence secured by the American Commission. ‘This preliminary 
report contains 916 pages. For information concerning these docu- 
ments address your Senators or Senator Duncan U. Fletcher, Chair- 
man of the Commission. 

Wolff, H. W. Co-operation in Agriculture. London. P. S. King & 
Son, 1912. $1.50. 

The most recent publication is the statement of C. W. Thompson, 
Part I., given at the hearing before the Sub Committee of the 
Committee on Banking and Currency of the House of Representatives 
on Dec. 3-4, 1913. It can be secured from Representatives and Sena- 
tors or from the Superintendents of Documents, Washington, D. C. 


GOOD ROADS 
(The outlines concerning roads are furnished by the North Carolina Geologi- 
eal and Heonomic Survey, Chapel Hill, N. C.) 
Resolved, That for most counties in North Carolina the bond issue 
is the most feasible way of obtaining funds for road construction; and 
that the county should be the unit rather than the township. 


AFFIRMATIVE STATEMENT 


1. Because it is the quickest way to get a system of roads for a 
county and relieves the county from a bad roads tax. (See Economic 
Paper, No. 27 of the N. C. Geological and Economic Survey, pp. 123- 
127. 

2. It is generally considered good policy to borrow money in order 
to improve or augment’a business and to buy by wholesale rather than 
retail; the same applies to the building of improved roads, as a system 
covering a large area involving the expenditure of a considerable 
sum of money can be built much cheaper per mile than when the 
mileage to be built is limited and the funds are limited, so that only 


a mile or two of improved road can be built each year. 
a! 


34 Pusuic Discussion AND DEBATE 


3. A bond issue large enough to build a county system of improved 
roads can be taken care of by a county with greater ease than by a 
special tax (except where the county contains a large city); because 
the tax necessary to pay interest on the bonds and create a sinking 
fund would be considerably less than a road tax which would yield 
enough to enable the county to build more than a small mileage of good 
roads each year and maintain in a slight degree the old dirt roads. 
This is particularly true of most of the North Carolina counties, as 
few of them have any large towns which would yield very much money 
from taxation for building county roads. 

4. As the next generation will reap the benefit of a system of well- 
located and constructed roads, the advocates of this system for secur- 
ing road funds hold that it should bear a proportion of the cost 
of location and construction of such roads; and the bond issue plan 
carries out this idea. 

5. The county is able to sell its bonds at a much cheaper rate of in- 
terest than the township, and there is also a readier market for county 
than for township bonds. 

6. With the county as a unit there would be less expense in the 
administration of road matters than if each township should have its 
own road commission, road engineer, road equipment, etc. 

7. The convict camp can be more easily and economically handled 
with the county force as the unit. 

8. The county can afford to employ a competent road engineer, 
whereas it would be impossible for each township to employ such a 
man permanently; and, without a competent road engineer, the road 
fund will be spent to little or no advantage. 

g.. Perhaps the greatest objection to any sub-division being used, 
except the county, is the fact that if townships begin to use bonds for 
their road construction (and it is always the richer townships that start 
such a move) it will result in the richer townships getting good roads 
and make it almost impossible for the remaining townships to get their 
roads for many years, or even generations to come. ‘The richer 
townships will get their roads and will not care to help with roads 
for adjacent townships. 

REFERENCES 


Good Roads Circular Nos. 52, 78, 79, 90, and 92, of the North Caro- 
lina Geological and Economic Survey. 

Economic Paper No. 27 of the North Carolina Geological and Eco- 
nomic Survey, pp. 45-46, 123-127; Economic Paper No. 30, pp. 68-71. 

Southern Good Roads, October, 1912, pp. 22-24. 


OTHER ROAD QUESTIONS 


Resolved, That the administration of county road matters should be 
in the hands of a non-political board or commission. 


-— 


paced her ary: ees 


University oF Nortu Caronina 35 


REFERENCES 


Economic Papers Nos. 27 and 30 of the North Carolina Geological 
and Economic Survey. 

Good Roads Circulars Nos. 68, 81, and 90 of the North Carolina 
Geological and Economic Survey. 


Resolved, That all dirt and surfaced roads should be maintained and 
to assist this maintenance, there should be a State law regulating width 
of tires of all vehicles using the public roads. 


REFERENCES 
Economic Paper No. 30 of the North Carolina Geological and Eco- 
nomic Survey. 
Southern Good Roads, October, 1912, pp. 5-8. 


GENERAL, REFERENCES ON ROAD QUESTIONS 


Good Roads Circular Nos. 65, 68, 70, and 95 of the North Carolina 
Geological and Economic Survey. 

Economic Papers Nos. 27 and 30 of the North Carolina Geological 
and Economic Survey. 


Southern Good Roads, August, I9II, pp. 5-9. 


Bulletin No. 24 of the U. S. Office of Public Roads, giving Proceed- 
ings of the North Carolina Good Roads Convention held in Raleigh, 
February, 1902. 


Bulletin No. 22 of the Office of the Superintendent of Public In- 
struction—“Civic Days.” (This should be in the Library of every 
school, as it has been distributed amongst the schools). 


ENGINEERING ASSISTANCE TO COUNTIES 


Resolved, That the State should furnish engineering assistance to 
counties. 

In each state of the Union, which has begun to undertake seriously 
to solve its road problems, state aid has been adopted in some form or 
other. In most cases highway commissions have been established, or 
highway departments in the Geological Surveys have been given ap- 
propriations varying from $50,000 to $1,000,000 annually to assist the 
counties in their road building. Some states are furnishing state 
convicts to counties; others help in the actual construction of the 
roads; while others furnish engineers to counties or townships for the 
location and supervision of the construction of roads and bridges. 

A state should furnish at least engineering assistance and have 
supervision of the location and construction of the public roads. Such 
a form of State aid will provide: 


36 Puszric Discussion AND DEBATE 


1. Competent engineers for locating roads, giving advice as to their 


construction and assisting in the organization of a system of main- — 


tenance. 

2. Testing materials in various sections and determining their 
value for road surfacing purposes and advising the county authorities 
as to the most suitable and economical materials for their own parti- 
cular section. 

3. Assistance to counties and townships in drawing up specifications 
for contracting certain parts of their road work; as grading, drain- 
age, and, in some cases, surfacing. 

4. Inspection of completed work to see if specifications have been 
carried out. 

5. Advice and suggestions to county officials as to the kind of road 
machinery needed and what machinery to use which would be to the 
advantage of the county. 

6. Advice and assistance to counties in connection with bridge 
work, helping them to draw up specifications, etc. 

7. Each State engineer would be efficiently supervised, whereas the 
county engineer is responsible only to the county authorities and, in most 
cases, county authorities have not the expert knowledge which would 
make them capable judges of the work done. 

8. The use of the State engineer in locating county roads will tend 
to eliminate local politics, which have hitherto played such a disastrous 
part in the proper location of our roads. During the past decade we 
have wasted in repairing old roads (located by Indians, buffaloes, or 
by old property lines, with grades running from 6 to I0 or 12 per cent) 
from six to ten million dollars. 

State engineering assistance and supervision will result in: 

1. Great saving in the expenditure of the money derived from a bond 
“issue or special tax. 

2. Roads properly located, irrespective of personal interests or 
politics. 

3. Roads constructed out of the best and most economical materials 
available for each county. Only a skilled engineer of wide experience 
is capable of judging as to the proper materials for the construction 
of good, permanent roads. , 

4. The advantage of the most up-to-date knowledge in road build- 
ing, as such a department will keep in touch with all modern mothods 
of road building, bridge building, etc., and conduct experiments of its 
own to ascertain whether such methods can be used economically and 
effectively in the different sections of North Carolina. 


REFERENCES 


Good Roads Circular Nos. 61, 68, and 91 of the North Carolina Geo- 
logical and Economic Survey. 


7 


Universiry oF NortuH Caronina Si 


Economic Paper No. 30 of the North Carolina Geological and Econo- 
mic Survey, pp. 20-22. 


Southern Good Roads, April, 1910, pp. 5-7; January, I9II, pp. 19- 
20; January, I9QII, pp. 23-26; February, I9II, pp. 10-II; June, IgII, 
pp. 5-8; September, 1912, pp. 8-16; December, 1912, pp. 5-II. 

“State Supervision and State Aid,” Ohio Highway Department, Bulle- 
tin No. 4, 1905. 


CONVICT LABOR 


Resolved, That State convicts should be used in the construction 
of public roads: 


Any labor that may be required of the convict that is in direct com- 
petition with free labor is not to the best interest of the citizens of the 
State, inasmuch as it is liable to cause an unsettled condition amongst 
the laborers with which the convict labor is in competition. The work 
that the convict does should be of such a nature that the people of 
the State could feel that they are deriving some direct benefit from it. 
The methods used by so many States in working their convicts, such 
as in manufacturing establishments, in mines, on farms, in turpentine 
forests, and in the construction of railroads, do not employ the con- 
victs in a work out of which the State derives direct benefit and the 
work is largely in the interest of individuals and private corporations. 


Considering the scarcity of labor in our rural sections, this is one 
employment of convict labor which for many years to come will not 
in any way be in competition with free labor. 

Such employment engages the convict in healthful occupation. It 
is believed by those advocating this outdoor work for convicts that it 
not only improves the physical health of the convicts but, in many 
instances, their experiences as road builders have improved their 
general character and prepared them for better citizenship. 


It is believed that work on the public roads is the best possible punish- 
ment for all kinds of criminals; and that, in the end, it is the best 
solution for the care of the convicts of all classes. There are suffi- 
cient types of work connected with public road work, so that the more 
intelligent and better educated men who are convicted of crime can 
act as foremen, superintendents, bookkeepers, blacksmiths, machinists, 
EDC. 

REFERENCES 


Southern Good Roads, October, 1910, p. 18; November, IgI0, pp. 29- 
32; November, 1910, pp. 10-12; December, I9QI0, pp. 3-5; June, 1912, 
pp. 16-18; December, I912, pp. 12-13 and 18-19; September, I913, pp. 
22-23. 


38 Pusxuic Discussion AND DEBATE 


Economic Paper No. 27 of the North Carolina Geological and Eco- 
nomic Survey, pp. 67-72; No. 30, pp. 25-37. 

Biennial Report of the State Geologist, I91I-12, pp. 55-56. 

Year Book of the Department of Agriculture for 1901, pp. 321-330. | 


OTHER PRISON QUESTIONS 


Resolved, That North Carolina should adopt a complete system of 
Prison Parole. . 

Resolved, That North Carolina should pay the dependents of pri- 
soners in the State prison a fair wage for the work of the prisoners. 


REFERENCES 


North Carolina, Board of Charities. Annual Report, Raleigh, N. C. 

State Journal. January 23, 1914. Economics of Convict Labor 
in Road Construction. Joseph Hyde Pratt. 

Annals of the American Academy of Political and Social Science. 
March, 1913, 188 pp. contributed by 33 authors devoted to every phase 
of prison labor and prison reform. 

Conference for Charities and Corrections. Proceedings, 1912. 

Survey. January 11, 1913. Results of Parole Law in Indiana. 


RACE SEGREGATION 


Resolved, That North Carolina should enact that wherever in the 
State the greater part of the land acreage in any given district that may 
be laid off is owned by one race, the majority of the voters in such 
a district may say that in the future no land shall be sold to a person 
of a different race; provided, such action is approved or allowed (as 
being justified by consideration of the peace, protection, and social 
life of the community), by a reviewing judge or board of county 
commissioners. 

Resolved, That the formation of separate communities for whites 
and blacks in North Carolina is desirable. 

Interest in this question is new, dating back only to the middle of 
1913, when Mr. Clarence Poe, Editor of the Progressive Farmer, 
stated the proposition in a series of editorial comments beginning in 
June and running throughout the year. 


In an article by Gilbert T. Stephenson, of Winston-Salem, in the 
South Atlantic Quarterly for January, 1914, the whole history of the 
movement in the cities of the South is given. 

The proposition looks, first of all, to the saving of the rural South 
to the white race. It does not contemplate separation by large districts, 
but to neighborhood groupings, the purpose being to enable whites 
and negroes to provide better support for their own schools, churches, 


a ae ~ 


University oF Norru CaroLina 39 


and neighborhood enterprises. Another object is the development of 
higher standards of efficiency and living for both races. No oppression 
of the negro is intended, but it is proposed that the whites in the rural 
South shall have the opportunity of building up communities without 
being subject to those disadvantages which arise from the incoming 
of an excessive negro population, whether of tenants or land owners. 

The movement is in keeping with the custom now prevailing volun- 
tarily in the majority of American cities in which the different races 
almost invariably live in separate sections. In Atlanta, Baltimore, 
Norfolk, Richmond, and other cities, ordinances have been passed 
embodying the idea of the query appearing above. 

Its advocates, whose views are expressed in the Progressive Farmer 
for June 7, July 12, 26, August 2, 9, 23, 30, September 20, 27, October 
4, November 18, December 6, 1913, and possibly other numbers, advance 
the following reasons in its support: It will give white farmers and their 
families safety and protection; it will give them better schools and 
churches; it will open the way for co-operation and co-operative 
enterprises; it will improve moral conditions in the relation of the 
races; it will give the rural South a greater proportion of white 
people: (1) by stopping the crowding out of: white farmers by 
negroes, and (2) by providing all-white communities such as white 
people will care to move into, either as laborers, tenants, or land 
owners. 

Opposition of a real determined kind has not shown itself. On 
the part of some, it has been objected that the propaganda will result 
in stirring up race prejudice. It is also pointed out that it is unfair 
to the negro to restrict him so closely, as he needs the example of 
the white man to follow in his upbuilding. 

The State Journal of August 2nd, in stating its opinion on the ques- 
tion, takes the position that the premise that it is the negro who is 
driving the white man from the country is incorrect, and that artificial 
segregation by statute will not produce the result contemplated. It 
finds that negro tenancy is apt to cause more trouble than negro owner- 
ship; that the whites go to the towns because the South is developing 
manufacturing industries for which the whites are well fitted whereas 
the negroes are not; and that the real reason is high priced land usually 
held by absentee landlords to whom the whites will not pay as excessive 
rents as will the negroes and to whom they will not pay exorbitant 
prices for small holdings. Another cause assigned for the drift to the 
city is that the whites are unwilling to undergo the drudgery of farm 
labor. 


Questions for Debate 


As indicated in the last chapter of this handbook, material on many 
of the following suggested questions may be secured from the Library 
of the University and the North Carolina Library Commission, Raleigh, 
NiSGy 

Capital Punishment 

Resolved, That the Federal Constitution should be amended to pro- 

hibit capital punishment in the United. States. 


Closed Shop 
Resolved, That the movement for the closed shop in the United States 
should receive the support of public opinion. 


Compulsory Arbitration of Industrial Disputes 


Resolved, That capital and labor should be compelled to settle their 
disputes in legally established courts of arbitration. 


Conservation 


Resolved, That the federal control of our natural resources should 
be strengthened and extended. 


Corrupt Practices Act 


Resolved, That North Carolina should enact an effective corrupt 
practices act. 
County Problems 


Resolved, That the absentee landlord is a menace to the economical 
development of a community. 

Resolved, That-————————county should set apart two days an- 
nually for the public discussion of its economic, social, educational, and 
religious problems. 

Resolved, That——————county should hold an annual county fair. 

Resolved, That all county officers in——————county should be 
nominated through a legalized direct primary. 

Resolved, That——————county in which the public library of. 
city is located, should appropriate, through its commissioners, a fund 
in return for which said city library should extend its privileges to 
the citizens of the county. 

Resolved, That the church should lead in the economic and social, 
as well as the spiritual life of a rural community. 

Resolved, That all county officers in———county should be 


paid fixed salaries instead of fees. 
40 


University or Nortu Caronina 41 


Resolved, That it is expedient for——————county to increase the 
salaries of its public school teachers at least 25 per cent. 
Resolved, —That——————county should have a strict stock law. 


Direct Primaries 


Resolved, That North Carolina should enact a State-wide direct 
primary law for all parties for the nomination of State officers. 


Education 
Resolved, That the——————high school should offer courses in 
agriculture and domestic science. 
Resolved, That work done in agriculture and domestic science courses 
in North Carolina high schools be counted for entrante in the State’s 
educational institutions. 


Resolved, That districts-————in————_county should be consoli- 
dated. 
Resolved, That——————county should establish a farm life school. 


Resolved, That free tuition should be given to all North Carolina 
students in attendance at the State’s educational institutions. 

Resolved, That the county rather than the township should be made 
the unit in voting special taxes for schools. 


Employment of Women 
Resolved, That North Carolina should enact a law preventing all 
women over 16 years of age from working in any manufacturing es- 
tablishment at night. 


Enlargement of the Navy 
Resolved, That the United States should provide for the enlargement 
of its Navy. 
Fisheries 
Resolved, That North Carolina should have supervision of all the 
fisheries of the State. 
Forestry 
Resolved, That forest planting is the best method of providing for 
a future timber supply. | 
Resolved, That the stockman is a worse enemy to the forests of North 
Carolina than the lumberman. 


Health 
Resolved, That——————county should provide a medical inspector 
of schools. 
Resolved, That——————county should provide a whole-time health 
officer. 


Resolved, That physicians should be public officials and paid by the 
public. 


49 Pusxiic Discussion AND DEBATE 


Resolved, That——————county should establish and maintain a 
tuberculosis sanitorium. 

Resolved, That all schools supported by the State, in whole or in 
part, should require compulsory vaccination for smallpox of all 
students as a preliminary for entrance. 


Independence for the Philippines 


Resolved, That the United States should grant the Phillipine Islands 
their independence. 


International Disarmament 


Resolved, That the nations of the world should reduce their arma- 
ments to the minimum necessary for police duty. 


Immigration 


Resolved, That our immigration laws should debar all immigrants 
over sixteen years of age who are unable to read and write; provided, 
that the law shall not apply to dependents upon qualified oer 
or residents of the United States. 

Resolved, That it would be beneficial to North Carolina to establish 
an agency for securing an increased immigrant population in the 
State. 

Labor Unions 


Resolved, That labor unions are beneficial to society in the United 
States. 
Minimum Wage 


Resolved, That minimum wage legislation for women and children 
should be enacted in North Carolina. 


Monroe Doctrine 
Resolved, That the Monroe Doctrine should be continued as a part 
of the permanent policy of the United States. 
Municipal Ownership 


Resolved, That for American cities municipal ownership of public 
service corporations, which furnish water, light and transportation, is 
preferable to private ownership. 


Panama Canal 


Resolved, That the United States should exempt its coastwise traffic 
from Canal tolls. 

Resolved, That the Panama Canal should be fortified by the United 
States. 


University oF NortuH CaroLina 43 


Presidential Election 


Resolved, That the president of the United States should be elected 
for a term of six years and be ineligible for re-election. 


Private Laws 


Resolved, That the Constitution of North Carolina should be so 
amended as to prohibit the legislature from considering purely private 
and local bills. 

Public Libraries 

Resolved, That the town of —————_, having more than 1000 in- 
habitants, should establish a tax-supported library. 

Resolved, That every town in North Carolina having 1000 inhabitants 
should establish a tax-supported library. 


Railroads 
Resolved, That the federal government should buy and operate the 
railroads in the United States. 
Resolved, That all railroads doing an interstate business should be 
required to incorporate under a federal charter. 


Reciprocity 
Resolved, That the United States should effect a reciprocal trade 
treaty with Canada. 


Ship Subsidies 
Resolved, That the United States should extend its system of ship 


subsidies. 
Telegraph 


Resolved, That the federal government should buy and operate the 
telegraph lines of the country. 


Trusts and Corporations 


Resolved, That all corporations. doing an interstate business should 
be required to have a federal incorporation. 


Veto Power 


Resolved, That the Governor of North Carolina should be given veto 
power. 


Handbooks, Loaning Agencies, and 
Periodicals 


HANDBOOKS 


In the conduct of debating society work the following books will 
prove of very great assistance. If any funds are available, as many 
should be secured as possible. 

Bliss, W. D. P., and Binder, Rudolph, Editors. New Encyclopedia 
of Social Reform. N. Y., Funk & Wagnall, 1908. $7.50. This volume 
of 1321 pages discusses practically every subject presented for dis- 
cussion in this handbook. It states the positions held by the leaders 
favoring and opposing the measures, and gives the histories of the meas- 
ures. It frequently refers to books and periodicals which treat 
the subjects authoritatively. It is an exceedingly valuable book to 
have in the school library. 

Foster, W.-T. Argumentation and Debating. Houghton, Mifflin & 
Co., Boston, Mass., 1908. $1.25. One of the most satisfactory books in 
this field. A copious appendix gives specimens of analysis, briefs, 
materials for briefing, a forensic and a complete specimen debate, a 
model for instruction to judges and for the formation of a debating 
league. 

Debaters’ Handbook Series. H. W. Wilson, White Plains, N. Y., 
1905 to date. 23 volumes. $1.00 each. Each volume is devoted to one 
query which is clearly stated and, in the later volumes, fully briefed. 
Extended general references and specific references for the affirmative 
and negative are indicated, and more than two hundred pages of 
material on the subject drawn from authoritative sources are given 
pro and con. The series contains at present the following subjects: 
Enlargement of the United States Navy; Direct Primaries; Capital 
Punishment; Commission Plan of Municipal Government; Election of 
United States Senators; Income Tax; Initiative and Referendum; 
Central Bank of the United States; Woman Suffrage; Municipal 
Ownership; Child Labor; Open versus Closed Shop; Employment of 
Women; Federal Control of Interstate Corporations; Parcels Post; 
Government Ownership of Railroads; Compulsory Arbitration of 
Industrial Disputes; Conservation of Natural Resources; Free Trade 
versus Protection; Reciprocity; Trade Unions; Recall of Judges. 

Pearson, P. M., and others. Intercollegiate Debates, 3 vols. Hinds, 
Noble & Eldridge, New York, N. Y., 1909-1912. $1.50 each. ‘The 
three volumes contain the abstracts of speeches or complete speeches 


delivered by debaters participating in a number of the principal inter- 
ee 


University oF Nortu CaroLina 45 


collegiate debates held in the United States from 1908 to 1912. Vol. 1 
contains abstracts of twenty-five debates; Vol. 2, complete speeches of 
eight debates; and Vol. 3, of seven. 

Ringwalt, R. C. Briefs on Public Questions. ,Longmans, Green & 
Co., New York, N. Y., 1905. $1.20. Contains in the form of briefs 
pro and con, the principal arguments on twenty-five of the important 
topics of the day, together with references to books and periodicals for 
the affirmative and negative given separately. 

Robbins, FE. C. High School Debate Book. A. C. McClurg & 
Co., Chicago, Ill., 1911. $1.00. Contains valuable suggestions concern- 
ing the preparation of debates; gives briefs, together with general 
references and specific references, for affirmative and negative, for 
eighteen live queries; and outlines a model constitution for debating 
societies. It also gives a list of subjects on which the Library of 
Congress has prepared bibliographies. 


Roberts, H. M. Rules of Order. Scott, Foresman & Co., Chicago, 
Ill. -75 cents. This book is the standard manual of parliamentary 
practice usually followed in debating societies. 


World Almanac and Encyclopedia. Published by the New York 
World, New York, N. Y., at the beginning of every year. Paper, 25c. 
No single volume can be secured at so little cost which contains so 
much valuable information for use in debating society work. 


LOANS FROM THE UNIVERSITY LIBRARY AND THE 
NORTH CAROLINA LIBRARY COMMISSION 


The Library of the University is prepared, as in previous years, to 
furnish limited reference material on all the subjects included in the 
Debaters’ Handbook Series and on the following additional subjects: 
The Fortification of the Panama Canal; Compulsory Education; 
International Arbitration; Restriction of Foreign Immigration; Good 
Roads; Government Ownership of the Telegraph; Ship Subsidies; 
Six-Year Presidential Term; Rural Credits; Co-operative Markets; 
Single Tax; Whole-Time Health Officers; and Stock Law. In so 
far as the Library has material on other subjects it will be glad to 
loan it. 


The North Carolina Library Commission, Raleigh, N. C., a State 
office established to promote library development and public discussion, 
has for several years operated a system of small, but complete, debate 
package libraries. It offers them on the following subjects: Child 
Labor; City and Country Life; Commission Form of Municipal Govern- 
ment; Conservation of Natural Resources; Election of United States 
Senators; Employer’s Liability and Workmen’s Compensation; Philip- 
pine Independence; Enlargement of the United States Navy; Govern- 


46 Pusuic Discussion AND DEBATE 


ment Ownership; Immigration; Income Tax; Initiative and Referen- 
dum; Trusts; Woman Suffrage; Capital Punishment; Closed versus 
Open Shop; Public Libraries; Direct Primaries; Industrial Education ; 
Inheritance Tax; Libraries; Labor Unions; Municipal Ownership; 
Recall; Ship Subsidies; Tariff. It is prepared to give full, expert 
information concerning books suitable for schools, libraries, and other 
organizations. 

Both the University Library and Library Commission make these 
loans for brief periods, the only expense to the borrower being that 
of express or postage charges each way. Applications for material 
should be sent through the principal of the school or director of the 
society and the material should be so distributed among the members 
of the society as to give all an opportunity to use it. 

Still further information can frequently be secured from State and 
national officers. In the case of the discussion of State problems, such 
as taxation, public health, education, etc., the State department inter- 
ested in those questions can be drawn upon with good results. In the 
case of the discussion of national problems, such as the regulation of 
immigration, commerce, etc., material may also be secured by requests 
sent to North Carolina Congressmen and Senators. In both cases the 
material can usually be had for the asking and is extremely valuable. 


PERIODICALS AND INDEXES 


A file of the best magazines and newspapers is most desirable, and 
a school or society which is constantly debating public questions should 
have access to the current numbers of several which make a specialty 
of current events and governmental problems. Among the State week- 
lies are to be mentioned the State Journal ($1.00) and the Progressive 
Farmer ($1.00) both of Raleigh. Valuable weeklies published outside 
the State are The Outlook ($3.00), The Survey ($3.00), The Literary 
Digest ($3.00), and The Independent ($3.00), all in New York. Among 
the monthly magazines which give summaries and long articles are 
The World’s Work ($3.00), The Review of Reviews ($3.00), The 
North American Review ($4.00), The Forum ($2.50), of New York, 
and The Annals of the American Academy ($6.00), of Philadelphia. 
The last is almost prohibitory in price, except for large libraries. 


Poy 


Constitution and By-Laws for High School 
Literary Societies 


SUGGESTIONS FOR ORGANIZING 


First Meeting 


The object of the first meeting is to begin arrangements for the 
organization of the society. A temporary chairman and a temporary 
secretary are elected. The chairman states his views of the matter and 
calls upon those present to express their opinions in regard to forming 
a society. A motion is then in order to organize the 
Literary Society of —————————_School. Following the passing of 
this, another motion is in order to the effect that the chairman appoint 
a committee to draw up a Constitution and By-Laws, this committee 
to report at the next meeting. Upon the passing of this motion, a 
general discussion in regard to the Constitution and By-Laws may take 
place, this to be followed by adjournment. 


Second Meeting 


The chairman at this time calls for the report of the committee on 
Constitution and By-Laws. After the reading of this report, it is 
well to consider each section of the proposed constitution in order. 
After discussion, each section may be adopted, or may be altered or 
amended as the society desires, and then adopted. 

When the Constitution and By-Laws have been adopted, the chairman 
calls for the election of officers. A President is elected first and he takes 
the place of the chairman: The society then elects the other officers 
as provided for by the constitution. The President appoints the stand- 
ing committees and the meeting adjourns. 


Third Meeting 


At the third meeting the officers are sworn in. The President de- 
livers his address. At this juncture it is well to have an address by 
a teacher, or a visitor, if such can be provided for. The meeting is 
thrown open for general discussion by the members. The Program 
Committee makes its first report at this meeting, so that at the fourth 
meeting the regular program of the society may be carried out. 


II 
CONSTITUTION AND BY-LAWS 
The Constitution and By-Laws given here are suggested in the hope 


that they may serve as a model for high school literary societies. 
47 


48 Pusuic Discussion anp DEBATE 


They may be modified and amended, shortened or lengthened, as 
the society sees fit. They are modeled somewhat after the constitutions 
and by-laws of the Dialectic and Philanthropic Literary Societies of 
the University of North Carolina. 


Constitution of the] 2. Literary Society 


PREAMBLE 


Recognizing the permanent good that comes from individual self- 
expression and organized self-control we hereby form ourselves into 
a literary society, subject to the following constitution and by-laws. 


CONSTITUTION 
A DICL Bast 


NAME AND MOTTO 


Section I. The name of this society shall be—“The......4.....2% 


Literary SOciely-on eee eee , North Carolina.” The motto shall 
[oy ag WMA RS ba Pam Nell 219 i. 
AR DLCE Es bh 
MEMBERS HIP 
Section-«1. Anyestudent and, any seachersin.... sess. 0 ean High 


School may become by election an active member of this society, as 
provided for in Article II, Section 1, of the By-Laws. 

SECTION 2. Any person may become by election an honorary mem- 
ber of this society by vote of three fourths of the members present. 
He shall be entitled to all the privileges of an active member except 
voting and holding office. 


ARTICLES MI 


GOVERN MENT 


SEcTION I. The government of this society shall be vested in a 
President, a Vice-President, a Secretary, a Treasurer, a Censor, a 
Critic, a Reporter, a Membership Committee, a Program Committee, 
and a Committee on the Constitution. In all cases of final appeal a 
vote of two thirds of the members present shall control. 


ARTICLE IV 
MEETINGS—REGULAR 


SECTION I. Regular meetings shall be held on.................. of 
Ser aA errs WAM dete os wieekvdtus pau ono nome O. CLOCK 


Fee aaa 


University or NortH Caronina 49 


MEETINGS—SPECIAL 


SECTION 2. A special meeting may be called by the President. It 
shall be the duty of the President to see that the Secretary informs the 
members of such a meeting. 


ARTICLE. V 
MEMBERSHIP COMMITTEE 


SEcTION I. The first President every year shall appoint a committee 
of three, whose duty it shall be to secure, investigate, and report on 
all proposals for membership. This committee shall hold office through- 
out the school year. 


ARTICLE VI 
PROGRAM COMMITTEE 


Section 1. At the first meeting of his term, each President shall 
appoint two persons who, together with himself, shall act as the 
Program Committee. It shall be the duty of this committee to formulate 
the programs, including the selection of questions for debate, and 
report the same to the society, and post them in some conspicuous place, 
at least two weeks before the date for the holding of each program. 
At this time they shall also read the names of those members whom they 
have placed on duty. This committee shall have full power to place 
active members on the program as it may see fit. The society may at 
any time, by a majority vote, modify or change completely any pro- 
gram in the meeting at which it is reported. The Program Committee 
shall hold office until one week after the regular election of officers. 


ARTICLE VII 
COMMITIEE ON THE CONSTITUTION 


Section 1. The Committee on the Constitution shall consist of three 
members. They shall be appointed by the first President at the beginning 
of each school year, and shall serve throughout the entire school year. 
In the event, however, that a member of this committee should be 
elected President the president shall then resign from his membership 
on the committee, and another shall be appointed in his place. 


SEcTION 2. Any amendment to the Constitution or By-Laws shall be 
referred to this committee. Said amendment shall lie over one week 
before final action is taken by the committee. In case of favorable 
action taken by the committee it shall be presented by the committee to 
the society and shall lie over one week before final action is taken by the 
society. In case of unfavorable action by the committee, the amend- 


ment may be brought before the society by its author, or any member 
4 


50 Puszric Discussion aNnD DEBATE 


of the society, in which case it shall lie over two weeks before final 
action is taken upon it. 

SECTION 3. This committee shall consider the communication of any 
member who thinks he has been unjustly fined, and shall have power | 
to abrogate these fines, provided the excuse be deemed sufficient. The 
action of this committee shall be final, unless its decision be reversed 
by special action of the society. A vote of two thirds of the members 
present shall be necessary to reverse the decision of the committee. 


ARTICLE VIIL 
AMENDMENT 


SECTION I. This constitution may be amended at a regular meeting 
by the vote of two thirds of the members present; provided, that 
notice of the proposed amendment be read at the two regular meetings 
that immediately precede. 

SECTION 2. This constitution may be suspended at any meeting by 
a vote of four fifths of the members present; provided, that this 
suspension shall apply to this particular meeting alone. 


Ill 
BY-LAWS 
ARTIC iat 

ORDER OF EXERCISES 


SEctIon I. The regular exercises of the society shall be conducted 
in the following order: . 
I. -the-roll call. 
2. Reading, correction, and approval of the minutes of the last 
meeting. 
3. Installation of officers. 
Election of members. 
Initiation of members. 
Appointment of committee to decide the debate. 
Order of exercises for the evening. 
General debate. 
Report of critic. 
10. Decision of the committee to decide the debate. 
11. Report of committees. 
a. Announcement by the program committee of the next 
two programs. 
b. Report of committee on the constitution. 
c. Reports of special committees. 
d. Report of the treasurer, 


Eg ON 


University or Norru CaroLina 51 


12, Election of officers. 
13. Unfinished business. 
14. New business. 
15. Adjournment. 


SECTION 2. In the regular debates of the society, the order and 
length of the speeches shall be as follows: 

First affirmative, not less than four nor more than ten minutes. 

First negative, not less than four nor more than ten minues. 

Second affirmative, not less than four nor more than ten minutes. 

Second negative, not less than four nor more than ten minutes. 

First affirmative, in rebuttal, not more than five minutes. 

First negative, in rebuttal, not more than five minutes. 

Second affirmative, in rebuttal, not more than five minutes. 

Second negative, in rebuttal, not more than five minutes. 


SECTION 3. Every debate shall be decided by a committee of three 
persons chosen by the President from the members or visitors present. 
No officer while on duty shall be required to serve on this committee. 

SEcTION 4. This society shall be governed by ‘“Robert’s Rules of 
Order” as parliamentary guide in all cases where it does not conflict 
with the Constitution or By-Laws. 


ARTICLE II 
ELECTION OF MEMBERS 


SEecrION I. Every candidate shall make application for membership 
in writing. This application shall be reported to the society by the 
Membership Committee. The vote shall be by ballot, and three 
fourths of the members present must vote for the candidate in order for 
him to be-.elected to membership. 


INITIATION OF MEMBERS 


SECTION 2. The ceremony of initiating an active member shall be 
as follows: The President and members of the society shall stand; 
the chairman of the Membership Committee shall conduct the candi- 
date to the desk of the President; the President shall then ask him if 
he has read the Constitution and By-Laws of the Society; if he 
answers affirmatively, the President shall then put to him this ques- 
tion: “Do you pledge your honor that you will support the Constitution 
Pim VIO WSt0L thOs, feces de eee bess Literary Society, and to the best 
of your ability promote the welfare of the organization?’ Upon 
receiving an affirmative reply, the President shall direct him to sign 
at once the roll of membership; and shall then say, “I hereby declare 
you to be an active member of this society.” 


592 Pusuic Discussion AND DEBATE 


EXPULSION FROM MEMBERSHIP 


SECTION 3. On a written motion stating the charge, a member may 
be expelled from society for any of these offenses: gross misconduct, 
persistent failure to perform duty, continued absence from the meet- 
ings of the society, deliberate failure to pay dues or fines. 


ARTICLE III 
ELECTION OF * OFFICERS 


SEcTION I. Officers of this society shall be elected by ballot, a ma- 
jority of the votes cast electing. They shall be elected every eight 
weeks. No person shall be eligible to the same office for two succes- 
sive terms. 


TIME OF INSTALLATION 


Secrion 2. The installation of an officer must take place at the second 
meeting after election; otherwise his office is vacant and must be 
filled immediately by the election and installation of a new officer. 
Offices vacant from any other cause must also be filled in like manner. 


CEREMONY OF INSTALLATION 


SEcTION 3. The ceremony of installing officers shall be as follows: 
The Acting President and the members shall stand; the Acting Pres- 
ident shall say, ‘““The President elect will please come forward.” He 
will then put to him the question: “Do you solemnly affirm that you 
will faithfully execute the duties of (here naming the office), and that 
you will protect and defend the Constitution of the................ 
Literary Society?” Upon answering affirmatively, the President shall 
then take the chair and in similar form install in turn the other 
officers. 

DUTY OF THE PRESIDENT 

Section 4. The duty of the President shall be to preside at all 
meetings of the society; enforce a due observance of the Constitution, 
By-Laws, and Rules of Order; inflict all fines that are imposed on mem- 
bers of the society; and perform all the duties required of him by the 
Constitution and By-Laws. 


DUTY OF THE VICE-PRESIDENT 


Section 5. The duty of the Vice-President shall be to perform all 
the duties of the President in the absence of that officer from society. 


DUTY OF THE SECRETARY 
SECTION 6. The duty of the Secretary shall be to keep a record of 
the attendance and of the acts of the society, and to perform any ser- 
vices required of him by the Constitution, By-Laws, and Rules of 
Order. 


7, aes oe ew 


ee 


ee 5 


University oF Nortu Caronina 53 


DUTY OF THE TREASURER 


SEcTION 7. The duty of the Treasurer shall be to collect all money 
due the society, to pay its debts that have been approved by the Presi- 
dent, and secure receipts for their payment, and at the close of his term 
of office to deliver all property in his possession belonging to the society 
to his successor. He shall make a report at each meeting of the society 
in which he shall state the amount of money which he has on hand as 
treasurer, the members of the society who owe dues, assessments, or 
fines, the amount that each one owes, and when fines will begin to ac- 
cumulate for the non-payment of these amounts. ; 


DUTY OF THE CENSOR 


SEecTIon 8. It shall be the duty of the Censor to note down the 
names, together with the offenses, of all persons guilty of im- 
proper or disorderly behavior in the society, to report same to the 
society, and to the President, who shall inflict proper fines, and to give 
a list of the same to the Treasurer for collection. But if there is no 
misconduct, he shall report that “The society has been in good order.” 


DUTY OF THE CRITIC 


SECTION 9. (1.) The duty of the Critic shall be to present a just 
criticism at each meeting of the debate in general and the work of each 
member who takes part in the program. 

SECTION 9. (2.) It shall also be the duty of the Critic to audit the 
books of the Treasurer at the close of each term of the Treasurer’s 
office and make a report to the society. 


DUTY OF THE REPORTER 


Section 10. The duty of the Reporter shall be to supply for publi- 
cation in the local newspaper an account of each regular meeting, 
announcements of programs, and other items of interest pertaining 
to the society. 


IMPEACH MENT 


Section 11. If any officer is guilty of neglect of duty or of mis- 
conduct in office, he may be arraigned upon a written accusation of any 
three members, at a regular meeting of the society, provided that a 
week’s notice has been given and the accused has had the privilege 
of choosing a member as his counsel for defense. He shall be con- 
victed only with the concurrence of two thirds of the members present. 
If convicted, he shall be subject to a reprimand from the presiding 
officer, fine, suspension, or expulsion, as the society may resolve. 


54 Pusztic Discussion AND DEBATE 


ARTICLE IV 
DUES 


Section 1, The regular dues of this society shall bes..o a5 oss 
and shall be payable not “ater{than 227. -. + ae eee eee 


ASSESS MENTS 


Section 2. An equal assessment on all active members may be im- 
posed at any regular meeting by vote of a majority of the members of 
the society, this to be paid not later than some definite time, to be 
decided by the society. 


INITIATION FEES 


SECTION 3. The regular initiation fees of this society shall be.... 
BD ae eric 2 and shall be payable not later than............weeks aiter 
initiation. 

FINES . 

SEcrion 4. Any member absenting himself from the regular or special 
meetings of society without a valid excuse, such as sickness for in- 
Stance moWallsbcmined mmmrey mer reieties , this to be paid within four weeks 
after it has been imposed. 

Section 5. Any member failing to perform duty when put on the 
program by the committee, without a valid excuse, such as sickness, 
shallbe fined. enae. See , this to be paid within four weeks after it 
has been imposed. 

SEcTION 6. Any member guilty of misconduct, or of disrespect to 
the Chair, shall be fined by the President a sum not less than ten cents 
nor exceeding one dollar, this to be paid within four weeks from the 
time that it was imposed. 

SEcTION 7. Any member failing to pay his fines, assessments, ini- 
tiation fees, or dues, within the limits prescribed in this Article shall 
be hned:. carey es per week until he pays up in full. 

Section 8. Any member of a committee failing to perform his 
duty as laid down in the Constitution and By-Laws, or Rules of Order, 
shall besiinedsers: cases , this to be paid within four weeks after 
it has been imposed. 


ARTICLE V 


AMENDMENT 


SEcTION I. Any part of these By-Laws may be amended at a regular 
meeting by the vote of two thirds of the members present; provided, 
that notice of the proposed amendment be read at the two regular 
meetings that immediately precede. 

SEcTION 2, These By-Laws may be suspended at any meeting by a 
vote of four fifths of the members present; provided, that this suspen- 
sion shall apply to this particular meeting alone. 


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